A Study Of The Effects Of Participation In An After-School Homework ClubPedro Craggett
The document describes a study that investigated the effects of participation in an after-school homework club on 122 secondary school students' academic self-concept, sense of school belonging, future aspirations, and academic performance. The study found that students who participated in the homework club had a higher psychological sense of school belonging and made more effort with their schoolwork compared to non-participants. There were no significant differences found between the two groups in future aspirations or academic performance.
The study investigated the effect of a self-control program on the social skills of mentally retarded students. Students were divided into experimental and control groups. The experimental group received a month of training in self-control skills like self-monitoring and self-reinforcement. Pre- and post-tests found that the social skills of students in the experimental group significantly improved after the program, while no significant change was seen in the control group. The results suggest that self-control programs can effectively increase the social skills of mentally retarded students.
A Review of Published, Evidence-based Research in Effectively Applying a Stre...Leila Pirnia
A review of published, evidence-based research in effectively applying a strengths-based approach in the development of twice-exceptional school-age children. Twice-exceptionality (or 2e) is defined as "students who demonstrate gifts and talents but also have a disability are known as twice-exceptional and do not fit the stereotypical characteristics of students with a disability or giftedness."
The research on utilizing strength-based strategies when working with twice-exceptional children offers concrete recommendations and best-practice guidelines for parents, educators, and counselors. These empirically-researched recommendations can be grouped and synthesized into the following general themes: 1) development of positive adult relationships, 2) development of strengths and talents, and 3) accommodation of multiple learning styles.
Preparing Students for Postsecondary EducationCatie Chase
The document discusses challenges faced by students with disabilities transitioning from secondary to postsecondary education. It notes that while more students with disabilities are completing high school and enrolling in postsecondary programs, many are unprepared for the increased rigor and lack skills like self-advocacy and self-regulation. This leads to high dropout rates. It recommends faculty and teachers help students develop self-empowerment skills like self-advocacy, self-regulation, internal locus of control and self-knowledge to increase their chances of success. Specific strategies are provided to help empower students and maximize learning.
Individual factors like poor academic performance, unstructured free time, and certain personality traits can lead to school violence. Environmental factors in the immediate surroundings like overcrowded schools, neglectful communities, and abusive or chaotic family lives can also influence violent behaviors. The media's influence showing violence and lack of moral messages can negatively impact children as well. Teachers need to be aware of these risk factors and implement strategies like counseling, engaging lessons, and positive reinforcement to prevent and address school violence.
Test-Anxiety and Self-Esteem as a Predictor of Secondary School Students’ Aca...inventionjournals
This study investigated test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti State. It also examined the relationship betweenthe twopsycho-social factors (self-esteem and test-anxiety) and students’ academic self - efficacy. The study employed the descriptive research design of the survey type. The population consisted of all students from the public secondary schools in Ekiti central senatorial district of Ekiti State. The sample for this study was 200 students which were selected from four secondary schools using Multistage Sampling technique. A self-structured questionnaire tagged “Psychosocial Factors and Students’ Academic Self-Efficacy Questionnaire (PFSASEQ)” was used to collect relevant data for the study. The face and content validity of the instrument was determined by experts of Test and Measurements and researcher’s supervisor. It was said to have facial relevance and concerned with the subject matter, the instrument claim to measure. The hypotheses postulated were subjected to inferential statistics of Pearson Product Moment Correlation analysis. All the hypotheses were tested at 0.05 level of significance.The findings of the study revealed that there was significant relationship between test-anxiety, self – esteem and students’ academic self – efficacy. Based on the findings of the study, it was recommended among others that students self-esteem can be enhanced and test-anxiety reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully .
Working effectively with schools; why co-production is essential for good out...SPACE Stockport ADHD Group
This document discusses the importance of developing positive relationships between schools and parents/carers of students with special educational needs. It notes that research shows better student outcomes when parents are engaged with the school. However, parents often report experiencing conflict with schools due to a lack of opportunity to provide input. The document advocates for co-production between schools and parents, with schools providing training for collaborative teams and ensuring parents have chances to be involved. Taking a co-productive, integrated approach can make significant differences for student outcomes.
This resource package provides scenario cards and role playing activities to teach students about managing conflicts in the home. The activities aim to help students develop skills like communication, anger management, and seeing different perspectives. This helps students build resilience and mental wellbeing by practicing how to handle challenging situations. The role plays give students hands-on experience with conflict resolution that they can draw from in their own lives. Teachers can use discussion and reflective journaling after the role plays to further develop students' skills.
A Study Of The Effects Of Participation In An After-School Homework ClubPedro Craggett
The document describes a study that investigated the effects of participation in an after-school homework club on 122 secondary school students' academic self-concept, sense of school belonging, future aspirations, and academic performance. The study found that students who participated in the homework club had a higher psychological sense of school belonging and made more effort with their schoolwork compared to non-participants. There were no significant differences found between the two groups in future aspirations or academic performance.
The study investigated the effect of a self-control program on the social skills of mentally retarded students. Students were divided into experimental and control groups. The experimental group received a month of training in self-control skills like self-monitoring and self-reinforcement. Pre- and post-tests found that the social skills of students in the experimental group significantly improved after the program, while no significant change was seen in the control group. The results suggest that self-control programs can effectively increase the social skills of mentally retarded students.
A Review of Published, Evidence-based Research in Effectively Applying a Stre...Leila Pirnia
A review of published, evidence-based research in effectively applying a strengths-based approach in the development of twice-exceptional school-age children. Twice-exceptionality (or 2e) is defined as "students who demonstrate gifts and talents but also have a disability are known as twice-exceptional and do not fit the stereotypical characteristics of students with a disability or giftedness."
The research on utilizing strength-based strategies when working with twice-exceptional children offers concrete recommendations and best-practice guidelines for parents, educators, and counselors. These empirically-researched recommendations can be grouped and synthesized into the following general themes: 1) development of positive adult relationships, 2) development of strengths and talents, and 3) accommodation of multiple learning styles.
Preparing Students for Postsecondary EducationCatie Chase
The document discusses challenges faced by students with disabilities transitioning from secondary to postsecondary education. It notes that while more students with disabilities are completing high school and enrolling in postsecondary programs, many are unprepared for the increased rigor and lack skills like self-advocacy and self-regulation. This leads to high dropout rates. It recommends faculty and teachers help students develop self-empowerment skills like self-advocacy, self-regulation, internal locus of control and self-knowledge to increase their chances of success. Specific strategies are provided to help empower students and maximize learning.
Individual factors like poor academic performance, unstructured free time, and certain personality traits can lead to school violence. Environmental factors in the immediate surroundings like overcrowded schools, neglectful communities, and abusive or chaotic family lives can also influence violent behaviors. The media's influence showing violence and lack of moral messages can negatively impact children as well. Teachers need to be aware of these risk factors and implement strategies like counseling, engaging lessons, and positive reinforcement to prevent and address school violence.
Test-Anxiety and Self-Esteem as a Predictor of Secondary School Students’ Aca...inventionjournals
This study investigated test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti State. It also examined the relationship betweenthe twopsycho-social factors (self-esteem and test-anxiety) and students’ academic self - efficacy. The study employed the descriptive research design of the survey type. The population consisted of all students from the public secondary schools in Ekiti central senatorial district of Ekiti State. The sample for this study was 200 students which were selected from four secondary schools using Multistage Sampling technique. A self-structured questionnaire tagged “Psychosocial Factors and Students’ Academic Self-Efficacy Questionnaire (PFSASEQ)” was used to collect relevant data for the study. The face and content validity of the instrument was determined by experts of Test and Measurements and researcher’s supervisor. It was said to have facial relevance and concerned with the subject matter, the instrument claim to measure. The hypotheses postulated were subjected to inferential statistics of Pearson Product Moment Correlation analysis. All the hypotheses were tested at 0.05 level of significance.The findings of the study revealed that there was significant relationship between test-anxiety, self – esteem and students’ academic self – efficacy. Based on the findings of the study, it was recommended among others that students self-esteem can be enhanced and test-anxiety reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully .
Working effectively with schools; why co-production is essential for good out...SPACE Stockport ADHD Group
This document discusses the importance of developing positive relationships between schools and parents/carers of students with special educational needs. It notes that research shows better student outcomes when parents are engaged with the school. However, parents often report experiencing conflict with schools due to a lack of opportunity to provide input. The document advocates for co-production between schools and parents, with schools providing training for collaborative teams and ensuring parents have chances to be involved. Taking a co-productive, integrated approach can make significant differences for student outcomes.
This resource package provides scenario cards and role playing activities to teach students about managing conflicts in the home. The activities aim to help students develop skills like communication, anger management, and seeing different perspectives. This helps students build resilience and mental wellbeing by practicing how to handle challenging situations. The role plays give students hands-on experience with conflict resolution that they can draw from in their own lives. Teachers can use discussion and reflective journaling after the role plays to further develop students' skills.
This resource package provides scenario cards and role-playing activities to teach students about managing conflicts at home. The activities aim to help students develop communication, anger management, and resilience skills. Teachers can use the cards to stimulate role-plays of common family conflicts. Students then reflect on their performance using "thinking hats" to consider different perspectives. The resource promotes positive attitudes and mental health by helping students learn constructive ways to handle challenges.
1) The document discusses Jeremy's lack of motivation and low self-esteem from multiple perspectives - teachers, peers, parents, and self. It analyzes each using various psychological theories.
2) It identifies key problems like teachers attributing Jeremy's failure to lack of effort, peer rejection, authoritarian parenting style, and identity diffusion leading to apathy.
3) Potential solutions proposed include teachers being more understanding, opportunities for peer cooperation, counseling parents on parenting styles, and giving Jeremy counseling on social skills and study strategies.
1) The document discusses Jeremy's lack of motivation and low self-esteem from multiple perspectives - teachers, peers, parents, and self. It analyzes each using various psychological theories.
2) Teachers are seen as contributing to Jeremy's poor self-perception through harsh comments. Peers reject and ridicule Jeremy. His authoritarian parents demand good results without emotional support.
3) Proposed solutions include teachers being more encouraging, establishing peer cooperation, counseling parents on parenting styles, and giving Jeremy social and study skills training to improve his self-concept.
interventions for students who are at riskmekimber2
The document discusses interventions that can help students who are at risk of dropping out of high school. It suggests attacking outside forces that influence students, providing more intensive instructional time and support, implementing early intervention strategies, increasing family involvement, and ensuring all those involved with a student work as a team. Specific early interventions discussed include identifying behaviors like peer rejection and partnering with community organizations.
1) The document discusses research on the effects of inclusion classrooms on students without disabilities. Studies have found positive impacts on academics, social awareness, and exposure to diversity.
2) Academically, students in inclusion classrooms showed improved standardized test scores in reading and math compared to students in traditional classrooms. Socially, students reported developing empathy, acceptance of individual differences, and stronger interpersonal relationships.
3) Exposure to inclusion helped students appreciate diversity more and made them less likely to stereotype others. Overall, the research suggests inclusion benefits students without disabilities.
The document provides an overview of a research proposal that aims to study the coping strategies utilized by grade 12 STEM students at Isulan National High School in dealing with academic stress in general physics. It introduces the background and significance of the study, presents a literature review on stress and coping strategies, and outlines the research methodology which will involve distributing questionnaires to students to understand their stress levels and coping approaches. The study aims to identify stress sources, examine coping strategies used, and determine how stress impacts physics learning to help address issues faced by students.
Coping Skills for Children: Social Skills and Assertiveness TrainingCarmen Y. Reyes
Social skills training has been used since the 1980s to teach essential social skills to students with emotional or behavioral problems (EBD students) that are lacking these skills. These students need more than just placement in a regular classroom; they require explicit instruction in social skills like interacting positively with teachers and peers. Deficits in social skills in early years can lead to long-term negative consequences including more severe problems in adolescence and adulthood. Social skills training involves introducing, modeling, and practicing skills through role-playing with feedback to help students learn and strengthen appropriate interpersonal behaviors.
Education & Socioeconomic Status Fact Sheetmokshacts
Socioeconomic status (SES) refers to the social class of an individual or group, often measured through education, income, and occupation. Lower SES is associated with less access to resources and worse life outcomes. Research shows lower SES correlates with poorer academic performance and psychological health in children and adolescents. Factors like inadequate school funding and under-resourced home environments negatively impact academic achievement for low-SES youth. Improving early education programs, school conditions, and community resources may help reduce these inequities.
This document provides an overview of the Encouraging Students to Excel Professionally (e-STEP) program, which aims to reduce dropout rates in Atlanta Public Schools. The program targets high school counselors and will teach them how to identify at-risk students and provide resources to help motivate students to graduate. It analyzes factors contributing to dropout rates and reviews theories and research on the issue. The program goals are for counselors to better recognize at-risk students, understand existing dropout prevention resources, and take more initiative in motivating students. A needs assessment will be conducted to design the program based on counselors' schedules and schools' needs.
Childhood Trauma: The impact of Childhood Adversity on Education, Learning an...Michael Changaris
This article integrates the impacts of traumatic events on learning and education. Age related differences are explored from early education to adolescence. The need for augmentations in classroom management are discussed.
Adaptation Of Social Problem Solving For Children Questionnaire In 6 Age Grou...Nicole Heredia
1) The study adapts the Wally Child Social Problem-Solving Detective Game Test to measure social problem solving in 6 year old children. Exploratory and confirmatory factor analyses identified two factors accounting for 46.5% of the variance.
2) The study also examines whether social problem solving predicts preschool behavior problems. The results showed that the social problem solving subscales significantly predicted behavior problem subscales, but gender and socio-cultural level did not predict social problem solving.
3) Social problem solving develops through learning, experience and maturity and affects adjustment. Deficiencies can lead to antisocial behaviors and maladjustment. It is important to identify problems in early childhood to prevent issues from becoming
This research study examined the effect of individual counseling on the academic performance of underachieving pupils at Maimusari Public Primary School in Borno State, Nigeria. The study found that common causes of underachievement among pupils included arriving late to school, not having complete learning materials, depression, anxiety, and negative teacher attitudes. The study also revealed that individual counseling helped pupils overcome learning barriers and significantly improved their academic performance. It is recommended that teachers be trained to identify underachieving pupils and refer them for counseling support.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
This document analyzes the myth that students with autism cannot be educated in general classrooms. It discusses how this myth stems from a misunderstanding of autism characteristics but is debunked by research showing inclusion benefits these students and their peers. Strategies like social stories, the pyramid model, and student-directed learning help inclusion by addressing autism traits. While students with autism often spend less than 80% of time in general classes, inclusion promotes acceptance when teachers receive proper training and support. Separating students further stigmatizes autism despite evidence that inclusion, with supports, allows students on the spectrum to thrive academically and socially.
This document discusses potential positive and negative outcomes of identifying gifted students. It notes that while there are few benefits to labeling a child as gifted, providing an appropriately challenging curriculum tailored to their abilities can stimulate gifted children's natural curiosity and independent thinking. However, gifted children often face social isolation, bullying, and disengagement in standard classrooms. The document examines outcomes for students, teachers, and other stakeholders, noting that unaddressed, the negatives can outweigh the positives for students' psychological well-being and academic success.
Task Groups in the School SettingPromoting Children’s Socia.docxjosies1
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
the ‘‘primary socializing influence’’ in children’s development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ‘‘the process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000–2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Please put number and name before each reply#1 charity parker.docxbunnyfinney
Please put number and name before each reply
#1 charity parker
Specify some strategies teachers can use to help students cope with stressful events such as this.
Keeping communication open and letting them freely Express what they may feel . Anger, frustration, being scared, be open to outbursts a student may feel. Every student may have a different look out, or feelings towards this.
One strategy that this web page mentions is “ letting the students guide how much or little information to provide and emphasize the positive things that are available to stay safe”( National Associated of School Psychologists ,2015).
I would have intervention strategies in place with faculty, in case something as horrific as this were to occur again. Being prepared for the worse is also a good preparation. Having teachers look for signs or change in a students behavior would be good to keep documented. Andrew Golden ended up being a shooter at a school facility. Even though his father was completely shocked and in disbelief, he showed signs earlier in life of anger.. “ In first grade Andrew brought a pop gun to school filled with sand and shot a girl in the face” ( Paul G, 2000).
Identify trends that may provide insights into and assistance with coping in the aftermath of this type of tragic event.
I would start out expressing my own feelings, and hurt towards the situation. Knowing that even adults or authority figures are in pain as well, can express that we are all human, with feelings and it’s ok to hurt.
The importance of talk therapy here is going to be really important with the aftermath of this tragedy. It is important to help these students feel safe in a place where this boy use to attend their school. By having one on one sessions a person can open up with confidentiality. Dome students may do better in group therapy, more open to talking with the support of friends. Both therapy’s allow the students to be honest and express their feelings.
They need to feel that school is a safe place for them to still be able to attend. By placing higher security, and prevention such as metal detectors may help the students to feel more safe as well. I would say having some intervention
Identify at least two of the theoretical perspectives discussed in the text (e.g., behavioristic, cognitive, social learning theory, humanist), and briefly discuss how you would address the question “Why did this happen?” that surrounds events like this from each of the perspectives you selected.
Why did this happen? What a tough question to answer. Why do bad things happen? How do we explain to kids why they lost a friend, or maybe even why I friend took fire on other kids?
According to The Behavioral perspective,” a theory focusing on learning the observable actions over mental process, focusing on shaping and conditioning ones actions and ones reactions” ( McCarthy et Al.2016).
Being a psychologist we can use this theory to evaluate reasons for the cau ...
Handout 4.3 Leadership StrategiesModule 4 The Center on tJeanmarieColbert3
Here are two possible ways Teacher Kris could address this situation using guidance rather than discipline:
1. Remain calm and help the children calm down. Have a brief conversation with each child to understand their perspective, using open-ended questions. Then facilitate a conversation between the children so they can work it out, with Kris mediating to ensure both voices are heard. The goal is resolving the conflict, not assigning blame.
2. Separate the children briefly if needed for safety, but don't leave them alone. Once calm, have a joint problem-solving discussion at the table to negotiate a fair sharing agreement for the playdough moving forward, such as taking turns or dividing it evenly. Praise cooperative behaviors and remind them they
Your supervisor, Sophia, Ballot Online director of information t.docxMargaritoWhitt221
Your supervisor, Sophia, Ballot Online director of information technology, has tasked you with creating a presentation that will convince the executives that using cloud-based computing to accommodate Ballot Online future growth rather than trying to expand the current infrastructure will help the company do business faster and at lower cost while conserving IT resources.
Question:
Create a high-level proposal for a compliance program for Ballot Online that enables the organization and its employees to conduct itself in a manner that is in compliance with legal and regulatory requirements.
The proposal will be one to two pages in length and should take the form of a high-level outline or flowchart showing the different components and relationships among the components.
Include the following elements that are generally found in an effective program:
● Identification of company employees who have oversight over the program, their roles, and responsibilities
● List of high-level policies and/or procedures that may be required
● List of high-level training and education programs that may be required
● Relationships between components of the program, including (but not limited to):
○ communication channels
○ dependencies
● Identification of enforcement mechanism
● Identification of monitoring and auditing mechanisms
● How will responses to compliance issues be handled, and how will corrective action plans be developed?
● How are risk assessments handled?
Please add references
.
Your selected IEP. (Rudy)Descriptions of appropriate instructi.docxMargaritoWhitt221
Your selected IEP. (Rudy)
Descriptions of appropriate instructional and assessment accommodations for the exceptional student based on their needs as described in the IEP.
You will need to list and describe the appropriate assessment tools and accommodations.
You will also need to describe how the lesson can be modified for other learners with varying reading deficiencies.
Rudy IEP
Current Grade: 2
Present Levels of Educational Performance
• Ruby is in good health with no known physical performance issues, and she socializes well with her peers.
• Ruby performs at grade level in all subjects except reading.
• Ruby can identify all letters of the alphabet and knows the sound of most consonants and short vowels.
• Her sight vocabulary is approximately 65 to 70 words, and she reads on the primer level.
• Ruby can spell most words in a first-grade textbook, but has difficulty with words in the second-grade textbook.
Annual Goals
1. By the end of the school year, Ruby will read at a beginning second-grade level with 90% accuracy in word recognition and 80% accu- racy in word comprehension.
Person Responsible: Resource Teacher
2. By the end of the school year, Ruby will increase her sight word vocabulary to 150 words.
Person Responsible: Resource Teacher
3. By the end of the school year, Ruby will read and spell at least 75% of the second-grade spelling words.
Person Responsible: Second-Grade Teacher
Amount of Participation in General Education
• Ruby will participate in all second-grade classes and activities except for reading.
Special Education and Related Services
• Ruby will receive individualized and/or small-group instruction in reading from the Resource Teacher for 30 minutes each day.
.
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This resource package provides scenario cards and role-playing activities to teach students about managing conflicts at home. The activities aim to help students develop communication, anger management, and resilience skills. Teachers can use the cards to stimulate role-plays of common family conflicts. Students then reflect on their performance using "thinking hats" to consider different perspectives. The resource promotes positive attitudes and mental health by helping students learn constructive ways to handle challenges.
1) The document discusses Jeremy's lack of motivation and low self-esteem from multiple perspectives - teachers, peers, parents, and self. It analyzes each using various psychological theories.
2) It identifies key problems like teachers attributing Jeremy's failure to lack of effort, peer rejection, authoritarian parenting style, and identity diffusion leading to apathy.
3) Potential solutions proposed include teachers being more understanding, opportunities for peer cooperation, counseling parents on parenting styles, and giving Jeremy counseling on social skills and study strategies.
1) The document discusses Jeremy's lack of motivation and low self-esteem from multiple perspectives - teachers, peers, parents, and self. It analyzes each using various psychological theories.
2) Teachers are seen as contributing to Jeremy's poor self-perception through harsh comments. Peers reject and ridicule Jeremy. His authoritarian parents demand good results without emotional support.
3) Proposed solutions include teachers being more encouraging, establishing peer cooperation, counseling parents on parenting styles, and giving Jeremy social and study skills training to improve his self-concept.
interventions for students who are at riskmekimber2
The document discusses interventions that can help students who are at risk of dropping out of high school. It suggests attacking outside forces that influence students, providing more intensive instructional time and support, implementing early intervention strategies, increasing family involvement, and ensuring all those involved with a student work as a team. Specific early interventions discussed include identifying behaviors like peer rejection and partnering with community organizations.
1) The document discusses research on the effects of inclusion classrooms on students without disabilities. Studies have found positive impacts on academics, social awareness, and exposure to diversity.
2) Academically, students in inclusion classrooms showed improved standardized test scores in reading and math compared to students in traditional classrooms. Socially, students reported developing empathy, acceptance of individual differences, and stronger interpersonal relationships.
3) Exposure to inclusion helped students appreciate diversity more and made them less likely to stereotype others. Overall, the research suggests inclusion benefits students without disabilities.
The document provides an overview of a research proposal that aims to study the coping strategies utilized by grade 12 STEM students at Isulan National High School in dealing with academic stress in general physics. It introduces the background and significance of the study, presents a literature review on stress and coping strategies, and outlines the research methodology which will involve distributing questionnaires to students to understand their stress levels and coping approaches. The study aims to identify stress sources, examine coping strategies used, and determine how stress impacts physics learning to help address issues faced by students.
Coping Skills for Children: Social Skills and Assertiveness TrainingCarmen Y. Reyes
Social skills training has been used since the 1980s to teach essential social skills to students with emotional or behavioral problems (EBD students) that are lacking these skills. These students need more than just placement in a regular classroom; they require explicit instruction in social skills like interacting positively with teachers and peers. Deficits in social skills in early years can lead to long-term negative consequences including more severe problems in adolescence and adulthood. Social skills training involves introducing, modeling, and practicing skills through role-playing with feedback to help students learn and strengthen appropriate interpersonal behaviors.
Education & Socioeconomic Status Fact Sheetmokshacts
Socioeconomic status (SES) refers to the social class of an individual or group, often measured through education, income, and occupation. Lower SES is associated with less access to resources and worse life outcomes. Research shows lower SES correlates with poorer academic performance and psychological health in children and adolescents. Factors like inadequate school funding and under-resourced home environments negatively impact academic achievement for low-SES youth. Improving early education programs, school conditions, and community resources may help reduce these inequities.
This document provides an overview of the Encouraging Students to Excel Professionally (e-STEP) program, which aims to reduce dropout rates in Atlanta Public Schools. The program targets high school counselors and will teach them how to identify at-risk students and provide resources to help motivate students to graduate. It analyzes factors contributing to dropout rates and reviews theories and research on the issue. The program goals are for counselors to better recognize at-risk students, understand existing dropout prevention resources, and take more initiative in motivating students. A needs assessment will be conducted to design the program based on counselors' schedules and schools' needs.
Childhood Trauma: The impact of Childhood Adversity on Education, Learning an...Michael Changaris
This article integrates the impacts of traumatic events on learning and education. Age related differences are explored from early education to adolescence. The need for augmentations in classroom management are discussed.
Adaptation Of Social Problem Solving For Children Questionnaire In 6 Age Grou...Nicole Heredia
1) The study adapts the Wally Child Social Problem-Solving Detective Game Test to measure social problem solving in 6 year old children. Exploratory and confirmatory factor analyses identified two factors accounting for 46.5% of the variance.
2) The study also examines whether social problem solving predicts preschool behavior problems. The results showed that the social problem solving subscales significantly predicted behavior problem subscales, but gender and socio-cultural level did not predict social problem solving.
3) Social problem solving develops through learning, experience and maturity and affects adjustment. Deficiencies can lead to antisocial behaviors and maladjustment. It is important to identify problems in early childhood to prevent issues from becoming
This research study examined the effect of individual counseling on the academic performance of underachieving pupils at Maimusari Public Primary School in Borno State, Nigeria. The study found that common causes of underachievement among pupils included arriving late to school, not having complete learning materials, depression, anxiety, and negative teacher attitudes. The study also revealed that individual counseling helped pupils overcome learning barriers and significantly improved their academic performance. It is recommended that teachers be trained to identify underachieving pupils and refer them for counseling support.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
This document analyzes the myth that students with autism cannot be educated in general classrooms. It discusses how this myth stems from a misunderstanding of autism characteristics but is debunked by research showing inclusion benefits these students and their peers. Strategies like social stories, the pyramid model, and student-directed learning help inclusion by addressing autism traits. While students with autism often spend less than 80% of time in general classes, inclusion promotes acceptance when teachers receive proper training and support. Separating students further stigmatizes autism despite evidence that inclusion, with supports, allows students on the spectrum to thrive academically and socially.
This document discusses potential positive and negative outcomes of identifying gifted students. It notes that while there are few benefits to labeling a child as gifted, providing an appropriately challenging curriculum tailored to their abilities can stimulate gifted children's natural curiosity and independent thinking. However, gifted children often face social isolation, bullying, and disengagement in standard classrooms. The document examines outcomes for students, teachers, and other stakeholders, noting that unaddressed, the negatives can outweigh the positives for students' psychological well-being and academic success.
Task Groups in the School SettingPromoting Children’s Socia.docxjosies1
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
the ‘‘primary socializing influence’’ in children’s development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ‘‘the process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000–2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Please put number and name before each reply#1 charity parker.docxbunnyfinney
Please put number and name before each reply
#1 charity parker
Specify some strategies teachers can use to help students cope with stressful events such as this.
Keeping communication open and letting them freely Express what they may feel . Anger, frustration, being scared, be open to outbursts a student may feel. Every student may have a different look out, or feelings towards this.
One strategy that this web page mentions is “ letting the students guide how much or little information to provide and emphasize the positive things that are available to stay safe”( National Associated of School Psychologists ,2015).
I would have intervention strategies in place with faculty, in case something as horrific as this were to occur again. Being prepared for the worse is also a good preparation. Having teachers look for signs or change in a students behavior would be good to keep documented. Andrew Golden ended up being a shooter at a school facility. Even though his father was completely shocked and in disbelief, he showed signs earlier in life of anger.. “ In first grade Andrew brought a pop gun to school filled with sand and shot a girl in the face” ( Paul G, 2000).
Identify trends that may provide insights into and assistance with coping in the aftermath of this type of tragic event.
I would start out expressing my own feelings, and hurt towards the situation. Knowing that even adults or authority figures are in pain as well, can express that we are all human, with feelings and it’s ok to hurt.
The importance of talk therapy here is going to be really important with the aftermath of this tragedy. It is important to help these students feel safe in a place where this boy use to attend their school. By having one on one sessions a person can open up with confidentiality. Dome students may do better in group therapy, more open to talking with the support of friends. Both therapy’s allow the students to be honest and express their feelings.
They need to feel that school is a safe place for them to still be able to attend. By placing higher security, and prevention such as metal detectors may help the students to feel more safe as well. I would say having some intervention
Identify at least two of the theoretical perspectives discussed in the text (e.g., behavioristic, cognitive, social learning theory, humanist), and briefly discuss how you would address the question “Why did this happen?” that surrounds events like this from each of the perspectives you selected.
Why did this happen? What a tough question to answer. Why do bad things happen? How do we explain to kids why they lost a friend, or maybe even why I friend took fire on other kids?
According to The Behavioral perspective,” a theory focusing on learning the observable actions over mental process, focusing on shaping and conditioning ones actions and ones reactions” ( McCarthy et Al.2016).
Being a psychologist we can use this theory to evaluate reasons for the cau ...
Handout 4.3 Leadership StrategiesModule 4 The Center on tJeanmarieColbert3
Here are two possible ways Teacher Kris could address this situation using guidance rather than discipline:
1. Remain calm and help the children calm down. Have a brief conversation with each child to understand their perspective, using open-ended questions. Then facilitate a conversation between the children so they can work it out, with Kris mediating to ensure both voices are heard. The goal is resolving the conflict, not assigning blame.
2. Separate the children briefly if needed for safety, but don't leave them alone. Once calm, have a joint problem-solving discussion at the table to negotiate a fair sharing agreement for the playdough moving forward, such as taking turns or dividing it evenly. Praise cooperative behaviors and remind them they
Your supervisor, Sophia, Ballot Online director of information t.docxMargaritoWhitt221
Your supervisor, Sophia, Ballot Online director of information technology, has tasked you with creating a presentation that will convince the executives that using cloud-based computing to accommodate Ballot Online future growth rather than trying to expand the current infrastructure will help the company do business faster and at lower cost while conserving IT resources.
Question:
Create a high-level proposal for a compliance program for Ballot Online that enables the organization and its employees to conduct itself in a manner that is in compliance with legal and regulatory requirements.
The proposal will be one to two pages in length and should take the form of a high-level outline or flowchart showing the different components and relationships among the components.
Include the following elements that are generally found in an effective program:
● Identification of company employees who have oversight over the program, their roles, and responsibilities
● List of high-level policies and/or procedures that may be required
● List of high-level training and education programs that may be required
● Relationships between components of the program, including (but not limited to):
○ communication channels
○ dependencies
● Identification of enforcement mechanism
● Identification of monitoring and auditing mechanisms
● How will responses to compliance issues be handled, and how will corrective action plans be developed?
● How are risk assessments handled?
Please add references
.
Your selected IEP. (Rudy)Descriptions of appropriate instructi.docxMargaritoWhitt221
Your selected IEP. (Rudy)
Descriptions of appropriate instructional and assessment accommodations for the exceptional student based on their needs as described in the IEP.
You will need to list and describe the appropriate assessment tools and accommodations.
You will also need to describe how the lesson can be modified for other learners with varying reading deficiencies.
Rudy IEP
Current Grade: 2
Present Levels of Educational Performance
• Ruby is in good health with no known physical performance issues, and she socializes well with her peers.
• Ruby performs at grade level in all subjects except reading.
• Ruby can identify all letters of the alphabet and knows the sound of most consonants and short vowels.
• Her sight vocabulary is approximately 65 to 70 words, and she reads on the primer level.
• Ruby can spell most words in a first-grade textbook, but has difficulty with words in the second-grade textbook.
Annual Goals
1. By the end of the school year, Ruby will read at a beginning second-grade level with 90% accuracy in word recognition and 80% accu- racy in word comprehension.
Person Responsible: Resource Teacher
2. By the end of the school year, Ruby will increase her sight word vocabulary to 150 words.
Person Responsible: Resource Teacher
3. By the end of the school year, Ruby will read and spell at least 75% of the second-grade spelling words.
Person Responsible: Second-Grade Teacher
Amount of Participation in General Education
• Ruby will participate in all second-grade classes and activities except for reading.
Special Education and Related Services
• Ruby will receive individualized and/or small-group instruction in reading from the Resource Teacher for 30 minutes each day.
.
Your project sponsor and customer are impressed with your project .docxMargaritoWhitt221
Your project sponsor and customer are impressed with your project schedule, but due to some factors out of their control, you’ve been told to deliver your project early, roughly 15% earlier than anticipated. Using the information from the readings, explain how you would go about assessing the possibility of delivering your project early. How will that affect scope, costs, and schedule?
.
Your initial post should use APA formatted in-text citations whe.docxMargaritoWhitt221
Your initial post for class discussions should include APA formatted in-text citations when paraphrasing or directly quoting outside sources like the textbook. You must also include an APA formatted reference list at the end of your post. Posts should be at least 150 words long.
Your life is somewhere in a databaseContains unread posts.docxMargaritoWhitt221
Your life is somewhere in a database
Contains unread posts
(Clipart from MS Office)
Many TV shows depict law enforcement personnel accessing readily accessible databases that contain all types of records about individuals –records about everything from address to telephone records to finances, insurance, and criminal history. The information you share with your bank, doctor, insurance agent, the TSA, ancestry kit companies, and on social media can make your life an open book. Here are some questions to address as you reflect on this:
1. Are you comfortable with giving away some of your privacy for increased security? Why or why not? How far would you let the government go in examining people's private lives?
2. How much access should we have to certain aspects of others' private lives? For example, should States share criminal databases? But should a database of people paroled or released for crimes be made public? Why or why not?
.
Your original initial post should be between 200-300 words and 2 pee.docxMargaritoWhitt221
Your original initial post should be between 200-300 words and 2 peer responses in the range of 75-125 words each. Posts are too brief for a cover page and double-spacing. Otherwise, your posts, references and citations should be in APA format. The rubrics with Biblical Integration determines your grade. It considers:
Providing a short introduction stating your position and argument
Supporting your argument (intext citing shows this)
When all is done, give a brief conclusion
a reference at the end
In this chapter, Collins begins the process of identifying and further developing from the research those unique factors and variables that differentiated the good and great companies. One of the most significant differences, he asserts, is the quality and nature of leadership in the firm. Collins initially told the research team to downplay the role of top executives in the good-to-great process. It became obvious that there was something different that these leaders did. Collins went on to identify "Level 5 leadership" as a common characteristic of the great companies assessed in the study. By further studying the behaviors and attitudes of so-called Level 5 leaders, Collins found that many of those classified in this group displayed an unusual mix of intense determination and profound humility. Characteristics used to describe these leaders included words like quiet, humble, modest, gracious, and understated. Yet there was also the stoic resolve and an unwavering determination evident. They were low-key executives, rarely appearing in the media, who demonstrated a relentless drive for results. These leaders often had a long-term personal sense of investment in the company and its success, often cultivated through a career-spanning climb up the company’s ranks. The personal ego and individual financial gain were not as important as the long-term benefit of the team and the company. As such, Collins warned of the liability involved in employing a bigger-than-life charismatic leader —personalities often brought in from outside the company or organization by a board seeking a high profile figure. The data suggested that a celebrity CEO brought in to turn around a flailing firm was usually not conducive to fostering the transition from
Good to Great
(Collins, 2001).
Why is this important?
Collins was asked and did not want to use "servant leader" for the Level 5 leader (Lichtenwalner, 2012). The team chose the term, “Level 5 Leadership” over Servant Leadership, in part, for fear readers would misinterpret the concept as “servitude” or “weakness.” In his mind, this position looked like something else. And so a new leadership phrase was born. What is interesting is that many but not all of the leaders profiled had a faith background. Lichtenwalner, (2012) in his research suggests that Servant Leadership is a key aspect of Level 5 Leadership. But perhaps it is not the technique but the heart and faith of the leader that had such a signifi.
Your assignment is to research and report about an archaeological fi.docxMargaritoWhitt221
Your assignment is to research and report about an archaeological find of the last fifteen years.
When you begin the research phase of your project, you will be happily surprised to find just how many active sites are producing new insights into ancient cultures every single day. Some recent examples include excavations in Scotland, England, Egypt, Jerusalem, Rome, and China. Find one that interests you.
Please message me for full assignment information as I am not able to post it.
.
Your assignment for Physical Science I is to write a paper on.docxMargaritoWhitt221
Your assignment for Physical Science I is to write a paper on:
Clean Energy as well as an alternatives and the Environments: Solar, Geological (Geothermal!), and Wind Energy for the Future. Also, Hydro Power Plants, Dams, and the Water Table and Ecology Issues.
1200 words.
.
Your charge is to develop a program using comparative research, anal.docxMargaritoWhitt221
Your charge is to develop a program using comparative research, analyzing the relationship of workplace behavior and employee motivation. Create a diversity mentoring program (DMP) for an organization of your choosing. You may select a current or former employer, church, hobby team, etc.Within your plan, include the following items listed below:
name of organization;
introduction of DMP;
need of such program;
benefits of the program;
potential challenges (may include potential problems that may incur without such program);
justification of the important aspects of employee behavior and the relationship to employee motivation;
one inclusion of a motivation theory;
details of the equity of social justice and the power to make positive change; and
explanation of the plan to implement the program with recommendations with inclusion of the expected outcomes.
Two pages
.
Young consumers’ insights on brand equity Effects of bra.docxMargaritoWhitt221
Young consumers’ insights on brand equity
Effects of brand loyalty, brand awareness, and brand image
1
CONTENTS
INTRODUCTION
LITERATURE REVIEW
METHODOLOGY
2
- Data set development
- Customer expectation
--Brand recognition
--The quality of the brand is guaranteed
- Advantage of Brand effect
-- Increase market share
--Increase of competitive advantage
Research Background
- Data set development
- Customer expectation
--Brand recognition
--The quality of the brand is guaranteed
- Advantage of Brand effect
-- Increase market share
--Increase of competitive advantage
Research Background
3
Research problem
-Limited research
-Different research perspectives
-The impact factor of brand equity
Research objectives
The purpose of this study is to measure the relationship between brand loyalty, brand awareness and brand image and brand equity of young consumers.
Aaker (1991) Model theory was incorporated into the relevant research system
Identify the relationship between brand equity and brand loyalty, brand awareness and brand image
The research scope of brand effect has been expanded
Provide guidance for enterprises to design effective strategies
Significant of study
Contribution
Scope of study
Master students are the main research objects, and the research scope is to investigate Chinese master students.
THEORETICAL FRAMEWORK
The conclusion of this paper is based on the principle of Aaker (1991) model.
It can be said that customers' attitude towards brands has an important impact on brand assets (Choi, Parsa, Sigala, & Putrevu, 2009).
Thwaites et al. (2012) found that when consumers' perception of brand cognition is positive, their purchase intention of brand will also be positive.
LITERATURE REVIEW
Brand loyalty
The study found that the creative consumption behavior of customers has a positive effect on the cultivation of brand loyalty, and the brand equity associated with high brand loyalty of consumers is higher than that of other brands (Atilgan, Aksoy, & Akinci, 2005).
Brand awareness
According to the research, when customers‘ brand awareness is enhanced and they have a certain understanding of brand awareness, the brand equity will also be further enhanced,It can be said that there is a significant influence relationship between brand awareness and brand equity (Pouromid & Iranzadeh, 2012).
LITERATURE REVIEW
Brand image
Most consumers will choose products with good brand image and feel that such products are of relatively high quality (Rubio, Oubina, & Villasenor, 2014).
Relevant studies, such as Faircloth et al. (2001), Rubio et al. (2014), and Vahie and Paswan (2006), have confirmed the positive influence of brand image on brand equity.
Brand equity is the added value of a product or a service, which mainly reflects the customer's evaluation and use of the brand, and also reflects the competitive advantage, price advantage and profitability brought by the brand to the enterp.
You will examine a scenario that includes an inter-group conflict. I.docxMargaritoWhitt221
You will examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 5–6page paper not including your title and reference page.
Reference
Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4), 377-383.
To Prepare:
Review the following:
Scenario: Culture, Psychology, and Community
Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups.
(6 pages excluding title page and reference page)
:
Part 1: Developing an Understanding
(2 pages)
Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (
Note
: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
(2 pages)
Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
(2 pages)
Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.
Support your Assignment by citing all resources in APA
Learning Resources
Required Readings
Ahmed, R., & Gielen, U. (2017). Women in Egypt. In C. M. Brown, U. P. Gielen, J. L. Gibbons, & J. Kuriansky (Eds.), Women's evolving lives: Global and psychosocial perspectives (pp. 91–116). New York, NY: Springer.
Credit Line: Women's Evolving Lives: Global and Psychosocial Perspectives, by Brown, C.; Gielen, U.; Gibbons, J.; Kuriansky, J. (eds). Copyright 2017 by Springer International Publishing. Reprinted by permission of Springer International Publishing via the Copyright Clearance .
You will perform a history of a head, ear, or eye problem that y.docxMargaritoWhitt221
The student will conduct a history and assessment of a head, ear, or eye problem provided by their instructor or from their own experience. They will document their findings, identify any actual or potential risks, and submit a Word document with this information to an assignment drop box. The assignment is due based on the course calendar dates.
You need to enable JavaScript to run this app. .docxMargaritoWhitt221
You need to enable JavaScript to run this app.
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Management
Richard L. Daft
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Cover Pagecover
Title Pagei
HEOA-1HEOA-1
Copyright Pageii
Dedication Pageiii
About the Authorv
Brief Contentsvii
Contentsvix
Prefacexv
Chapter 1: Leading Edge Management2
Chapter 2: The Evolution of Management Thinking38
Chapter 3: The Environment and Corporate Culture74
Chapter 4: Managing in a Global Environment110
Chapter 5: Managing Ethics and Social Responsibility144
Chapter 6: Managing Start-Ups and New Ventures180
Chapter 7: Planning and Goal Setting216
Chapter 8: Strategy Formulation and Execution248
Chapter 9: Managerial Decision Making284
Chapter 10: Designing Organization Structure324
Chapter 11: Managing Innovation and Change370
Chapter 12: Managing Human Talent406
Chapter 13: Managing Diversity and Inclusion446
Chapter 14: Understanding Individual Behavior484
Chapter 15: Leadership528
Chapter 16: Motivating Employees570
Chapter 17: Managing Communication608
Chapter 18: Leading Teams648
Chapter 19: Managing Quality and Performance688
Appendix: Operations Management and E-Commerce721
Name Index741
Company Index756
Subject Index761
Open/Close Margin
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Chapter 8: Strategy Formulation and Execution | Page 248
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Quality tools, methods paper
In the assigned textbook (chapter 15 p. 269), the authors present a table describing how the used the model for improvement, PDSA, and lean six sigma as a tool to develop their organization’s plan for improvement.
Studying the situation in your organization, present a suggested improvement plan (present a table similar to the one in p.269 + two pages explanation) utilizing one or more of the models discussed in the class (see chapter 2).
Grading rubric:
1. Quality of the table: at last, one of the quality models/tools should be applied correctly
2. Adequate explanation is given to support and explain the table
3. General organization of the assignment. Correct grammar and spelling are used
Note:
Suggested improvement plan is:
Decreased number of urinary catheter infections.
.
You will act as a critic for some of the main subjects covered i.docxMargaritoWhitt221
You will act as a critic for some of the main subjects covered in the humanities. You will conduct a series of short, evaluative critiques of film, philosophy, literature, music, and myth. You will respond to five different prompts, and each response should include an analysis of the topics using terminology unique to that subject area and should include an evaluation as to why the topic stands the test of time. The five prompts are as follows:
1:
Choose a film and offer an analysis of why it is an important film, and discuss it in terms of film as art. Your response should be more than a summary of the film.
2:
Imagine you had known Plato and Aristotle and you had a conversation about how we
fall in love
. Provide an overview of how Plato would explain falling in love, and then provide an overview of how Aristotle might explain falling in love.
3:
Compare and contrast the two poems below:
LOVE’S INCONSISTENCY
I find no peace, and all my war is done;
I fear and hope, I burn and freeze likewise
I fly above the wind, yet cannot rise;
And nought I have, yet all the world I seize on;
That looseth, nor locketh, holdeth me in prison, And holds me not, yet can I ’scape no wise;
Nor lets me live, nor die, at my devise,
And yet of death it giveth none occasion.
Without eyes I see, and without tongue I plain;
I wish to perish, yet I ask for health;
I love another, and yet I hate myself;
I feed in sorrow, and laugh in all my pain;
Lo, thus displeaseth me both death and life,
And my delight is causer of my grief.
Petrarch
After great pain a formal feeling comes—
The nerves sit ceremonious like tombs;
The stiff Heart questions—was it He that bore?
And yesterday—or centuries before?
The feet mechanical go round
A wooden way
Of ground or air or ought
Regardless grown,
A quartz contentment like a stone.
This is the hour of lead
Remembered if outlived
As freezing persons recollect
The snow—
First chill, then stupor, then
The letting go
Emily Dickinson
4:
Compare and contrast these two pieces of music: see files attached below
Beethoven’s Violin Romance No. 2
Scott Joplin’s Maple Leaf Rag
5:
Explain in classical terms why a modern character is a hero. Choose from either Luke Skywalker, Indiana Jones, Bilbo Baggins, Harry Potter, Katniss Everdeen, or Ender Wiggins.
.
You will research and prepare a presentation about image. Your rese.docxMargaritoWhitt221
You will research and prepare a presentation about image. Your research / presentation should provide the following information / answers:
What is raster image? List two (2) common types of raster image.
What is a vector image? List two (2) common types of vector image.
Create a table listing pros and cons comparing raster vs. vector images. You should present at list three (3) pros and three (3) cons for each type of image.
Show one (1) good and (1) bad example of raster image. Explain why it is a good and bad example.
Show two (2) examples of vector images.
What is the difference between ppi and dpi?
Which are the common resolution used for: website, plotter, banner and social media. Why do we use different resolution for each type of media?
How you identify the real size of an image using resolution and pixels?
.
You will be asked to respond to five different scenarios. Answer eac.docxMargaritoWhitt221
You will be asked to respond to five different scenarios. Answer each scenario (about 1 page per scenario). You will need to:
Decide what action the responding officer should take and provide an explanation/justification for your response.
In your explanation, explain the role that discretion played in your decision. Choose at least five factors from the list below to include in your explanation.
When considering your response for each scenario, remember that because of the nature of law enforcement work, police officers have always maintained a certain amount of discretion. Due to the amount of interaction that officers have with members of the public, this discretion must be fair, equal, impartial, and legal. As such, the use of discretion by officers is both a foundation of police work and a component of community policing.
Note
: You may make any and all assumptions necessary to answer these scenarios as long as they do not conflict with the details provided.
FACTORS (CHOOSE AT LEAST 5 FOR EACH SCENARIO):
Environmental factors
Nature of the community.
Socio-demographic characteristics.
Level and type of crime in the community.
Police/Community relations.
Organizational factors
Department Rules and Regulations.
Policies and Procedures.
Department bureaucracy.
Officer experience.
Dimensions of policing: philosophical; strategic; tactical; organizational.
Situational factors
Seriousness of crime.
Weapon involvement.
Victim – Desire to prosecute.
Group/gang crime.
Suspect’s demeanor.
Age/gender/race of involved parties.
Suspect’s criminal record.
Ethics
Moral values.
Cultural/Societal norms.
Accountability.
Friends/Family/Coworkers.
Experience/Upbringing.
Legal
Laws.
Past practice.
Evidence.
Victim signatures.
Landmark Supreme Court cases.
Scenario 1:
Officer Merced responds to a call of a Theft in Progress. Upon arrival, he finds that an 18-year-old female has stolen baby formula and diapers by exiting the store without paying. He speaks with her and finds that she has a newborn baby, does not have any source of income, and needed the formula and diapers for the baby. As such, theft is still a crime. What should Officer Merced do?
Do you arrest the woman or not? What factors influenced your decision?
Provide an explanation/justification for your chosen response including the role that discretion played in your decision.
Be sure to consider at least five of the provided factors in your explanation.
Use evidence and details from the scenario as well as supporting information and examples from the text in your response.
Scenario 2:
Dane is in an electronics store where he and a couple of friends are searching for a potential gift to give to a friend. They are happy to find a video game that is on sale but decide to continue looking around the store. They decide to go grab a bite to eat before making a final decision on what to get for their friend. As they are walking .
You might find that using analysis tools to analyze internal .docxMargaritoWhitt221
You might find that using analysis tools to analyze internal
and external environments is an effective way of analyzing the
chosen capstone organization. If you need to learn more
about these types of analysis tools, check out the resources
below.
Internal Analysis Tools
• tutor2u. (2016). PESTLE (PEST) analysis
explained [Video]. YouTube. https://www.youtube.com/
watch?v=sP2sDw5waEU
• SmartDraw. (n.d.). SWOT analysis. https://
www.smartdraw.com/swot-analysis/
• SWOT Framework.
External Analysis Tools
• Applying VRIO and PESTLE.
• PESTLE Analysis. (n.d.). What is PESTLE analysis? A
tool for business analysis. http://pestleanalysis.com/what-
is-pestle-analysis/
• Study.com. (n.d.). What is PESTLE analysis? Definition
and examples. https://study.com/academy/lesson/what-
is-pestle-analysis-definition-examples.html
• Management & Finance1 TU Delft. (2016). The five
competitive forces that shape strategy [Video]. YouTube.
https://www.youtube.com/watch?v=mYF2_FBCvXw
Use these resources as you see appropriate:
• Research Guide – MBA
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.smartdraw.com/swot-analysis/
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/SWOTFramework/wrapper.asp
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/ApplyVRIOandPESTLE/wrapper.asp
http://pestleanalysis.com/what-is-pestle-analysis/
http://pestleanalysis.com/what-is-pestle-analysis/
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://capellauniversity.libguides.com/MBA
• This research guide was custom created to help
MBA learners. If you are feeling a bit lost on where
to start, this would be a good starting point.
• James, N. (2007). Writing at work: How to write clearly,
effectively and professionally. Crows Nest, Australia:
Allen & Unwin.
• Use this as a general writing handbook. For
example, there are chapters on tone, grammar,
punctuation, style, et cetera.
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
1
MBA Capstone Project Description
MBA Capstone Project Description
Throughout your MBA program, you have worked to develop as a business professional and
prepare to meet future challenges as a business leader. Your program culminates in the
capstone project, which forms the primary focus of MBA-FPX5910, the final course you will take
in the program. The capstone project is intended to provide you the opportunity to demonstrate
your MBA program outcomes by:
• Planning and executing .
You will conduct a professional interview with a staff nurse and a s.docxMargaritoWhitt221
You will conduct a professional interview with a staff nurse and a staff nurse leader to discover their intra/inter-professional communications styles. It will be important to incorporate learning objectives regarding therapeutic communication styles including their method of caring, assertive, and responsible communication in your discussion/analysis of the interview.
.
You have chosen the topic of Computer Forensics for your researc.docxMargaritoWhitt221
This document provides instructions for a research project on computer forensics. The research project must include an abstract, introduction, section on computer forensics, and conclusion. It must be 500 words with in-text citations and 4 references.
1.Describe some of the landmark Supreme Court decisions that h.docxMargaritoWhitt221
1.
Describe some of the landmark Supreme Court decisions that have influenced present-day juvenile justice procedures.
2.
How are children processed by the juvenile justice system from arrest to reentry into society?
3.
Discuss the key issues of the preadjudicatory stage of juvenile justice including detention, intake, diversion, pretrial release, plea bargaining and waiver.
Textbook for the class
Siegel, Welsh, and Senna.
(2014).
Juvenile Delinquency: Theory, Practice, and Law
(12). Cengage Learning. [ISBN-978-1-285-45840-3]
Format:
should be thoroughly researched and reported. References and sources should be listed in MLA or APA format. The average length paper is two to three pages. You may interview individuals currently employed or retired from the criminal justice system and use them as a reference. All writing assignments must be original work for this course. Do not submit a paper used in another course. Do not cut and paste paragraphs of information into your paper. All source material should be paraphrased in your own words. Short quotations are allowed.
this paper wil be scanned through turntin
.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
2. {
// Perform a deep copy... maybe the _add_ method can help...
for (auto *itr: src.allPolyhedra)
{
allPolyhedra.puch_back(itr->clone());
}
/*for (const Polyhedron* p: src.allPolyhedra){
allPolyhedra.push_back(p->clone());
}*/
}
//-------------------------------------------------------------------------
-----
/**
* @todo write this function
*/
Composite::~Composite()
{
3. // Delete each component polyhedra
/*for (Polyhedron* p: this->allPolyhedra)
{
delete p;
}*/
for ( auto *itr: this->allPolyhedra)
{
delete itr;
}
}
//-------------------------------------------------------------------------
-----
void Composite::read(std::istream& ins){
int numPolyhedra;
ins >> numPolyhedra;
4. allPolyhedra.resize(numPolyhedra);
for (int i = 0; i < numPolyhedra; i++) {
ins >> allPolyhedra[i];
boundingBox.merge(allPolyhedra[i]->getBoundingBox());
}//---------------------------------------------------------------------
---------
/**
* @todo write this function
*/
void Composite::display(std::ostream& outs) const
{
Polyhedron::display(outs);
outs << allPolyhedra.size() << " polyhedra" << "n";
for(auto &itr: this->allPolyhedra)
{
5. outs << *itr << "n";
/* for ( const Polyhedron* p : this->allPolyhedra)
{
outs << *p <<" n ";
}*/
// Loop through all component polyhedra and
// print (display) them
}
//-------------------------------------------------------------------------
-----
/**
* @todo write this function
*/
void Composite::scale(double scalingFactor)
{
// Loop through all polyhedra and scale them
6. // Do not forget the bounding box... after the loop
}
//-------------------------------------------------------------------------
-----
Composite& Composite::operator=(Composite rhs)
{
swap(*this, rhs);
return *this;
}
Composite::iterator Composite::begin()
{
return allPolyhedra.begin();
}
//-------------------------------------------------------------------------
-----
Composite::iterator Composite::end()
8. * @todo write this function
*/
void Composite::add(const Polyhedron* toAdd)
{
// Add one new polyhedra and _merge_ its boundingBox with
_this->boundingBox
/* assert(toAdd !=nullptr);
allPolyhedra.push_back(toAdd);
boundingBox.merge(allPolyhedra, getBoundingBox());
Polyhedron.merge(allPolyhedra, getBoundingBox());*/
}
//-------------------------------------------------------------------------
-----
void swap(Composite& lhs, Composite& rhs)
{
using std::swap;
std::swap(lhs.allPolyhedra, rhs.allPolyhedra);
9. swap(lhs.boundingBox, rhs.boundingBox);
}
CHAPTER II: LITERATURE REVIEW
Introduction
The review of the literature indicates that there are several
causes for the lack of social skills in elementary students.
Negative behavior that interferes with learning is on the rise
(Elisa & Weissberg, 2003). Beland (2007) points out there are
behavior and school situations such as stress and anxiety that
divide or exclude students from receiving positive feedback on
their daily behavior log. Off-task behaviors can be caused by
students who engage in conversation with others when given
directions or during teacher-directed instructions. Many of the
behavioral problems stem from what is going on at home.
Poverty, divorce, bad role models, and neglect can cause
children to become disruptive in class (Atici, 2007).
According to Meier et al. (2006), teachers have expectations of
social behavior that are sometimes inconsistent. If teachers view
students as incapable of acting or thinking on their own,
students give up their independence, individuality, and
initiative forming a self-fulfilling prophecy (Metzger, 2004).
Warger and Rutherfod (1997) state that teaching respect and
responsibility is not enough; teachers need to break each down
and teach the distinct skills and behaviors of each. Each should
be taught as social skills.
Elias and Weissberg (2003) note that a person who is lacking in
social and emotional learning may not be successful in school
10. and the workplace. They may also have trouble maintaining
healthy relationships with family and friends. If a student has
trouble saying what they really mean, controlling their
impulsive actions, and making reasonable decisions, they may
not be truly aware of their feelings. Students who have trouble
expressing their feelings may find themselves in risky or grown-
up situations that can cause anxiety, fear, and excitement but
children who have positive relationships with teachers have
better social-emotional adjustment (Wang, Hatzignianni,
Shahaeian, Murray & Harrison, 2016).
Furthermore, the students who are anxious, angry, or sad have a
more difficult time solving problems and concentrating. These
students are impressionable and they can often be swayed by
their own need to be liked by others and to belong. Their
actions and judgments affect relationships as well as their
health. Children need the prompts to deal with the real-life
situations before they occur so they have the ability to make
difficult choices (Elias & Weissberg, 2003).
According to Bru (2006), elementary students are more
vulnerable to social comparison and place emphasis on
competition. Beland (2007) agrees that labeling, stereotyping,
isolation, facial expressions, and negative actions are all actions
that set children apart. Children are expected to possess these
critical social skills which are crucial to school success.
According to Meier, et al. (2006), children need to get along
with people who are different and need to respond respectfully
in various situations. Yet, elementary school students are
particularly sensitive to the emotional aspects of their peers,
including their connections with trusted adults, which is critical
to their responsiveness to behavioral expectations. These
relationships can be accurate predictors of student achievement
as early as the elementary years (Pianta & Nimetz, 1991) and
continuing into the middle school grades (den Brok et al., 2005;
O’Conner & McCartney, 2007).
Shechtman and Leichtentritt (2004) wrote that children’s
behavioral problems are triggered by distorted thoughts and
11. poorly-controlled emotional responses to stress. Wentzel (2003)
found that in contrast to high-achieving students, the lowest
achieving students choose other types of social goals, such as to
have fun and to make and keep friendships, and generally are
unwilling to try to conform to the social standards of the
classroom.
Disruptive student behavior can be caused by divorce, substance
abuse, frequent relocation, and other problems facing our
society (Rathvon, 1990). Utay and Utay (2005) state that
parents should make sure their children have the skills to
effectively interact when they are negatively confronted, or
when the rules suddenly change. Without these skills, children
are more likely to experience negative emotionality in these
situations, which could lead to impulsive altercations.
Elementary students are more concerned with social issues than
learning. Sometimes children need help with making friends.
They may be lonely, depressed, have low self-esteem, or other
health issues. They may show their frustration through anger
instead of sadness. Teaching social skills to a child who is
feeling rejected is vital (Utay & Utay, 2005).
Students need to develop better social skills in school (Kidron
& Fleischman, 2006).
Meyer, et al. (2006), feel that these critical social skills are
crucial to school success. They need to get along with people
who are different. They need to be able to spend free time
appropriately, and respond in an appropriate fashion when they
are bullied or teased by a peer. According to Denham, et al.
(2006), social skill interventions need to be taught to children
with interpersonal and adjustment problems. Even with limited
resources, schools are responsible for the improvement of their
students’ academic and social behavior. Schools are lacking the
expertise to resolve these problems. Student behavioral
problems ranged from verbal interruptions of teacher or student
directions, to causing injury to oneself or another individual
(Fairbanks, S., Guardino, D., Lathrop, M., and Sugai, G., 2007).
Putting this into perspective, what drives the necessity and
12. pursuit of more effective options for discipline, other than out-
of-school suspension? Removing students from their
educational setting has many negative effects including
increasing the likelihood that students will enter the juvenile
justice system or end up in prison (Maynard & Weinstein,
2019). According to the Civil Rights Data Collection of the 49
million students enrolled in public schools in 2011-2012, 3.45
million were suspended out-of-school (Maynard & Weinstein,
2019). Notwithstanding the fact that black students were
suspended three times as much as their white counterparts, and
disabled students twice as many as their non-disabled peers: a
matter of disproportionality to be studied in specific detail in
the future.
Hence, the significance of this work in avoiding such outcomes,
and the pursuit of alternative and/or preventative programs.
Proactive and preventive behavioral interventions reduce
discipline incidents and protect students from suspension and
expulsion (Gregory, Allen, Mikami, Hafen, &Pianta, 2013).
This is where the focus needs to shift: preventative options
and/or programs. High quality prevention programs that aim to
increase students’ social and emotional learning skills have
demonstrated reductions in student behavior problems and
suspension rates (Durlak, Weissberg, Dymnicki, Taylor &
Schellinger, 2011). In recent years, schools have begun to
approach these issues with the use of programs like Multi -
Tiered Systems of Supports, or MTSS.
Multi-tiered System of Supports (MTSS)
Ongoing research shows that some students struggle with
academics while others struggle with behavioral challenges.
Still others struggle with both. The MTSS framework has come
to lend support.
The Multi-tiered System of Supports (MTSS) is a framework
that many schools are using to give targeted support to
struggling students. It is also called the MTSS framework, the
MTSS process, or the MTSS model. MTSS uses a cohesive
continuum of data driven practices that give support to
15. all students at various levels. These three tiers include:
Tier 1 – Universal or primary – Majority of students (75-90%)
As the largest tier, and the foundation for the entire framework,
Tier 1 encompasses the entire school with core instructions and
basic interventions. This structure helps to build positive
relationships between staff and students. It includes proactive
classroom management strategies aimed at creating a supportive
atmosphere. Students who do not respond to these interventions
may move into Tier 2.
Tier 2 – Secondary – Small groups of students (10-25%)
Some students need a little extra assistance in meeting academic
and behavioral goals, and it is in Tier 2 that these individuals
receive that help. Often these interventions and supports are
delivered in small group settings, such as reading
groups. Check-In/Check-Out (CICO) interventions are often a
part of Tier 2, as well. This targeted support allows students to
work toward catching up with their peers.
Tier 3 – Tertiary – Individual students (< 10%)
A subset of students has significant challenges that do not
respond to the interventions and supports in Tier 1 or Tier 2.
Tier 3 gives these students individualized supports and can
include assistance from outside agencies such as behavioral
counselors or family therapists.
MTSS tiers help schools to organize levels of supports based on
intensity so that students receive necessary instruction, support,
and interventions based on need. As such, student identities are
not based on tier levels. Instead, individuals are identified as
students in need of supports. This helps educators to respond
appropriately and provide students with the assistance they need
to prosper in the classroom.
Employing the MTSS Framework
Schools using MTSS seek successful educational and behavioral
outcomes for all students, regardless of challenges. This may
involve significant interventions for a segment of the student
population, with the goal of moving these individuals into
16. reduced interventions as they progress. The flexibility of this
framework allows students to move from tier to tier as needed,
without prescribed timelines. The elements of MTSS include:
· Multiple tiers of instruction, intervention, and support
. Includes learning standards and behavioral expectations
. Increasing levels of intensity
· Problem-solving process
. Collaborative and team-based decision making to determine
which students need interventions
· Data evaluation
. Interpretation of data to determine student progress and action
steps
· Communication and collaboration
. Teamwork focused on building relationships and using data to
improve those relationships
· Capacity building infrastructure
. Professional development and coaching along with written
plans
· Leadership
. Active involvement and administration of practices
School Climate and MTSS
MTSS creates a positive environment for all students which in
turn impacts school climate. Positive school climate is the
leading indicator for such outcomes as increased academic
achievement, increased teacher retention, and reduced discipline
referrals.
The interventions and supports found in MTSS help in
relationship building, which is a key factor in student
success. Additionally, a supportive school environment allows
each student to work through their challenges and catch up with
their peers. Defined tiers of intervention for both academic and
behavioral challenges enables educators to address student
needs, both as a group and individually.
It’s important to note that MTSS tiers may look quite different
from school to school. MTSS focuses on the overall needs of
17. individual students, and what may be a Tier 2 intervention in
one school might be a Tier 1 in another. It is up to each school
to develop an MTSS framework that addresses challenges
specific to that school community.
PBIS as a Part of MTSS
As part of an MTSS framework, PBIS can help educators build
an awesome school culture and address behavioral challenges in
a positive way. These interventions, when paired w ith the
academic assistance found in RtI, can help students to improve
in all areas. The tiered structure of a PBIS initiative helps
educators to provide students with the help they need to develop
the behavioral skills necessary for success. This social-
emotional learning coincides with academics, and each can help
strengthen the other.
Schoolwide expectations, tiered systems of supports, and
consistent data analysis are all hallmarks of PBIS. These factors
are critical to the success of MTSS, as well. Employing the
MTSS framework helps to focus educators and students alike on
positive interactions, creating a school climate focused on
student success.
Behavior Interventions
https://www.vtnea.org/uploads/files/Behavior%20Intervention%
20Guide-9.13.pdf
Although there are some significant differences in behavioral
interventions across age groups, aligning an intervention with
the function of a child’s behavior applies to all age groups. For
younger students, it is important to make sure that behavior
expectations are developmentally appropriate.
Current Behavior Interventions
http://www.cc76.k12.il.us/uploads/2/6/7/0/26707673/pdfsamtmp
bufferkeqhh1.pdf
Introduction
Changes in federal and state laws have directed schools to focus
more on helping all children learn by addressing problems
earlier within the general education setting. These new laws
19. may receive assistance quickly.
MTSS is increasingly being used as a framework for supporting
the needs of all learners through strong core instruction while
simultaneously allowing for supplementary supports for some
students as needed.
However, despite the increasing prevalence of MTSS, students
with disabilities continue to experience persistently poor
academic and behavioral outcomes (Danielson & Rosenquist,
2014).
Research also shows that 3–5% of the general school population
does not respond to the core and supplementary interventions
that are typically delivered through MTSS (D. Fuchs, Fuchs, &
Compton, 2012; Wanzek & Vaughn, 2009).
These students are those who exhibit the most severe and
persistent learning and behavioral needs and who require
intensive intervention
MTSS framework is comprised of five major components.
Curriculum and instruction that is evidence-based must be
administered to students at a universal level. Students must be
individually screened for academic, social, and emotional
needs. Evidence-based, instructional interventions must be
implemented at the targeted audience and at the appropriate
intensive level of rigor. These instructional interventions must
be differentiated based upon individualized student needs.
Students that receive targeted instruction must be continually
monitored to ensure that best practice is being conducted.
Finally, it is vita that all decisions are data-based and best serve
the need of the students (Iowa Department of Education, 2016).
https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=10
29&context=education_masters
There is also little disagreement that MTSS frameworks have
great promise for meeting the needs of students with, or at risk
for, reading disabilities (Gersten et al., 2009; Samuels &
Farstrup, 2011). Yet many times, when schools adopt an MTSS
framework, they underestimate the work that it takes to
coordinate and align MTSS practices, and overestimate the
20. degree to which MTSS practices are implemented fully and with
fidelity (Arden, Gandhi, Zumeta, & Danielson, 2017; Coyne,
Oldham, Leonard, Burns, & Gage, 2016)
What is MTSS? MTSS is a process designed to help schools
focus on high quality instruction and interventions that are
matched to student needs and monitored on a frequent basis.
The information gained from an MTSS process is used by
school personnel and parents to adapt instruction and to make
decisions regarding the student’s educational program. What
Are the Benefits of MTSS? Perhaps the greatest benefit of an
MTSS approach is that it eliminates a “wait to fail” situation
because students get help promptly within the general education
setting. As soon as assessment data indicates a problem area for
a student or a group of students, interventions are put into place
to address these concerns. While the interventions are taking
place, school staff monitors any progress that these students are
making in their problem areas.
These progress monitoring techniques used within the MTSS
process provide information that allows teachers to better
evaluate student needs and match instruction, resources and
interventions appropriately. What is the MTSS Process? Most
MTSS systems are divided into a three-tier intervention model
as illustrated below: 1-5% Of all Students 5-10% 5-10% Of all
Students Of all Students 80-90% 80-90% Of all Students Of all
Students Tier 1: -Core Curriculum – 80-90% -Whole
Group/Core Instruction -For All Students in the Class Tier 2: -
Small Group Interventions 5-10% -For Some Students (At-Risk)
-Done in Addition to Tier 1 Tier 3: -Intense Interventions – 1-
5% -Customized Interventions -For a Very Small # of Students -
Done in Addition to Tier 1 & Tier 2
MTSS Process
Step 1: Screen all students three times a year. Step 2.:Use
screening data and teacher input, identify at -risk students, and
determine interventions. Step 3: Implement appropriate
interventions Step 4: Monitor progress Step 5: Evaluate the
21. intervention to determine whether student has made sufficient
progress. Step 6: Increase or decrease interventions based on
student need
What If My Child is recommended to the School’s “Problem
Solving Team”? Attend team meetings. Remember, you are the
expert of your child! Help plan interventions for academic
and/or behavioral problems. Implement or reinforce any
strategies or interventions at home. Always ask questions w
when things are not clear!
How can Parents Be Involved? Frequently communicate with
your child’s teacher(s). Attend school functions such as parent -
teacher conferences. Monitor and assist with your child’s
homework assignments.
https://nceo.umn.edu/docs/OnlinePubs/NCEOBriefMTSS.pdf
MTSS has the potential to meet the academic and behavioral
needs of all students. Unfortunately, students with the most
significant cognitive disabilities often are not included in this
framework even though they should be. When a group of
students with disabilities is not included in an MTSS
framework, the foundational concept of all students being
general education students first, with special education services
supplementary, is eroded.
As this concept of a continuum of tiered instruction and
interventions has evolved, its value as a framework that is
beneficial for all students, including those identified as students
with disabilities, has emerged. Even with this evolution, MTSS
typically has not explicitly included students with the most
significant cognitive disabilities. This omission may be due to
the assumption that students with the most significant cognitive
disabilities already are identified as needing special educati on
services that are individualized. Of course, this would not
preclude them from being included in an MTSS framework.
Despite the lack of application to students with the most
significant cognitive disabilities, a number of states indicate
that they will use an MTSS framework to reduce the numbers of
22. students participating in the alternate assessment based on
alternate academic achievement standards (AA-AAAS). States
also are seeking to align inclusive services for students with the
most significant cognitive disabilities with MTSS
implementation
Advantages
Equally important, the impact of the MTSS initiative on the
reading achievement of students identified as at risk for reading
disabilities was also statistically significant and educationally
meaningful (Coyne et al., 2018). Effects of intensive Tier 2
intervention were evaluated using a regression discontinuity
design, which demonstrated accelerated student reading growth
of students with and at risk for reading disabilities beyond what
would be expected if they had only received Tier 1 reading
instruction. Results from both analyses suggest that when these
schools were able to implement coordinated and sustained
MTSS practices and systems, their students - including students
with, and at risk for, reading disabilities - demonstrated
accelerated reading achievement that was evident across grades
K-3, and that these gains increased across years of
implementation (Coyne et al., 2016; Coyne et al., 2018).
Disadvantages
Although most components of MTSS require additional
development (L.S. Fuchs & Vaughn, 2012; Gersten & Dimino,
2006), intensive intervention may be the component least well
developed. Given their specialized expertise, special education
administrators are in a unique position to provide needed
guidance and leadership in districts and schools struggling to
educate their students with the most intensive learning and
behavioral needs
Further, there is evidence that suggests that partial
implementation of RTI or MTSS models may not improve
student outcomes, particularly students with, or at risk, for
learning disabilities (Balu et al., 2015; Harn et al., 2011).
Although many schools implement practices and components of
MTSS at a surface level, they haven’t established the systems
23. and tools that make accurate, deep, and sustained
implementation possible (Balu et al., 2015)
K-3 reading initiative, school teams needed to go beyond
typical MTSS practice and “delve into the details” (Coyne et
al., 2016) in order to overcome barriers and build the systems
and infrastructure needed to support high quality
implementation of MTSS in reading that met the needs of all
students
Supporting School-Level Reading Implementation:
Activity Timeline Common Barrier:
We Have a School Literacy Plan, But We Do Not Use It to
Guide Our Day-To-Day Practices Schools often create a school
literacy plan that outlines broad reading goals and objectives for
the upcoming school year (Jones, Burns, & Pirri, 2010).
A growing school-based mental health (SBMH) movement has
positioned schools as an ideal context for the provision of
mental health services for youth, especially given the barriers
associated with children’s access to psychological services in
outpatient settings (George, Zaheer, Kern, & Evans, 2018).
Multi-tiered systems of support (MTSS), a prevalent model of
service delivery in schools for academics and behavior (e.g.,
Barrett, Eber, & Weist, 2013; Sugai & Horner, 2009), has been
posited as a promising framework for the delivery of mental
health supports due to its focus on preventing mental health
concerns, universal screening to determine students at risk, and
matching of intervention intensity to students’ needs, among
other characteristics (e.g., Doll, Cummings, & Chapla, 2014). In
line with this trend, researchers have more recently begun
examining the application of the MTSS model to address
students’ mental health concerns, including universal screening
of internalizing risk (e.g., Eklund, Tanner, Stoll, & Anway,
2015; Miller et al., 2015), progress monitoring tools for
internalizing behavior (e.g., Hunter, Chenier, & Gresham, 2014;
von der Embse, Scott, & Kilgus, 2015), and school-based
mental health interventions (e.g., Carnevale, 2013; Stark,
Streusand, Arora, & Patel, 2011). As this literature base
24. continues to grow, there is a need for additional research on the
provision of school-based mental health services within an
MTSS model, specifcally with a focus on practical implications
to guide school-based practice (Kilgus, Reinke, & Jimerson,
2015). As such, the purpose of the current special issue is to
advance the integration of SBMH and MTSS by (a) highlighting
additional research that has examined various aspects of school -
based mental health service delivery within a tiered model and
(b) providing practical guidance regarding the selection of
specifc assessments and intervention approaches that are
appropriate for use in schools within an MTSS framework.
Positive Behavior Interventions and Supports
https://egrove.olemiss.edu/cgi/viewcontent.cgi?article=2515&co
ntext=hon_thesis
https://assets-global.website-
files.com/5d3725188825e071f1670246/5f57daacfa5a0946c4ad8e
88_Evidence%20Base%20PBIS%20043020.pdf
https://www.understood.org/en/learning-thinking-
differences/treatments-approaches/educational-strategies/pbis-
how-schools-support-positive-behavior
https://www.pbis.org/pbis/getting-started
The PBIS framework is a “proactive, system-level approach
that enables schools to effectively and efficiently support
student behavior” (Simonsen et al., 2008).
As this is a framework, it can be tailor-made for individual
schools by having them to select
https://digitalcommons.gardner-
webb.edu/cgi/viewcontent.cgi?article=1135&context=education
_etd
https://shrivercenter.umbc.edu/files/2014/10/Using-Multi-
Tiered-Systems-of-Support-to-Address-the-Social-Emotional-
Needs-of-Students-in-Maryland.pdf
https://scholarworks.calstate.edu/downloads/vx021g51j
https://www.cmhnetwork.org/wp-
content/uploads/2019/04/S64A-LEWIS-CHIU.pdf
https://scholarworks.calstate.edu/downloads/w0892g32g
26. monitoring provide information about a student’s learning rate
and level of achievement, both individually and in comparison
with the peer group. These data are then used when determining
which students need closer monitoring or interventi on.
Throughout the RTI process, student progress is monitored
frequently to examine student achievement and gauge the
effectiveness of the curriculum. Decisions made regarding
students’ instructional needs are based on multiple data points
taken in context over time.
Tiered instruction. A multi-tier approach is used to efficiently
differentiate instruction for all students. The model incorporates
increasing intensities of instruction offering specific, research-
based interventions matched to student needs.
Parent involvement. Schools implementing RTI provide parents
information about their child’s progress, the instruction and
interventions used, the staff who are delivering the instruction,
and the academic or behavioral goals for their child. Each of
these essential components is addressed in the “Include
Essential Components” section of this Web site.
Though there is no single, thoroughly researched and widely
practiced “model” of the RTI process, it is generally defined as
a three-tier (or three-step) model of school supports that uses
research-based academic and/or behavioral interventions. The
Three-Tier Model is described below.
Tier 1: High-Quality Classroom Instruction, Screening, and
Group Interventions
Within Tier 1, all students receive high-quality, scientifically
based instruction provided by qualified personnel to ensure that
their difficulties are not due to inadequate instruction. All
students are screened on a periodic basis to establish an
academic and behavioral baseline and to identify struggling
learners who need additional support. Students identified as
being “at risk” through universal screenings and/or results on
state- or districtwide tests receive supplemental instruction
during the school day in the regular classroom. The length of
27. time for this step can vary, but it generally should not exceed 8
weeks. During that time, student progress is closely monitored
using a validated screening system such as curriculum-based
measurement. At the end of this period, students showing
significant progress are generally returned to the regular
classroom program. Students not showing adequate progress are
moved to Tier 2.
Tier 2: Targeted Interventions
Students not making adequate progress in the regular classroom
in Tier 1 are provided with increasingly intensive instruction
matched to their needs on the basis of levels of performance and
rates of progress. Intensity varies across group size, frequency
and duration of intervention, and level of training of the
professionals providing instruction or intervention. These
services and interventions are provided in small-group settings
in addition to instruction in the general curriculum. In the early
grades (kindergarten through 3rd grade), interventions are
usually in the areas of reading and math. A longer period of
time may be required for this tier, but it should generally not
exceed a grading period. Students who continue to show too
little progress at this level of intervention are then considered
for more intensive interventions as part of Tier 3.
Tier 3: Intensive Interventions and Comprehensive Evaluation
At this level, students receive individualized, intensive
interventions that target the students’ skill deficits. Students
who do not achieve the desired level of progress in response to
these targeted interventions are then referred for a
comprehensive evaluation and considered for eligibility for
special education services under the Individuals with
Disabilities Education Improvement Act of 2004 (IDEA 2004).
The data collected during Tiers 1, 2, and 3 are included and
used to make the eligibility decision.
It should be noted that at any point in an RTI process, IDEA
2004 allows parents to request a formal evaluation to determine
eligibility for special education. An RTI process cannot be used
to deny or delay a formal evaluation for special education.
28. In addition to variations in the tiers used to deliver RTI
services, schools use different approaches in implementation,
such as problem-solving, functional assessment, standard
protocol, and hybrid approaches. Although there are many
formats for how a school might implement RTI to best serve the
needs of its students, in every case RTI can be a school -wide
framework for efficiently allocating resources to improve
student outcomes.
International Institute for Restorative Practices (IIRP)
Restorative Practice
Advantages
Disadvantages
Strategies:
1. Check In and Check Out System
http://pbismissouri.org/wp-content/uploads/2017/06/5.0-MO-
SW-PBS-Tier-2-Workbook-Ch-5-CICO.pdf
Check-In, Check-Out (CICO), also known as The Behavior
Education Program (BEP), is a Tier 2, group-oriented
intervention designed for students whose problem behaviors (a)
are unresponsive to Tier 1 practices and systems, (b) do not
require more immediate individualized interventions, and (c)
are observed across multiple settings or contexts (Crone,
Hawken, and Horner 2010). Because CICO is a group-based,
standardized intervention, it is an efficient and cost-effective
method for providing additional support to a group of students
with similar behavioral needs.
classroom teachers can usually implement the intervention in
less than 5-10 minutes per day.
Implementation of CICO occurs using the following basic
approach. First, a student is identified as needing additional
behavioral support. Next, behavioral expectations for the
student are defined and documented on a Daily Progress Report
(DPR). Third, the student begins to receive a regular cycle of
prompts and feedback from teachers and family for meeting
behavioral expectations. Finally, student data is generated on a
29. daily basis and is used to monitor progress and make decisions
about the intervention effects. Figure 5.1 provides a visual
representation for daily and weekly components of the CICO
intervention cycle.
2. Punch Card
3. Counseling
https://childrenfirstindia.com/role-of-the-school-counsellor/
file:///C:/Users/student/Downloads/125947632.pdf
https://files.eric.ed.gov/fulltext/EJ1241840.pdf
4. Social Worker
https://www.sswaa.org/school-social-work
https://www.guilford.com/excerpts/openshaw.pdf?t
https://files.eric.ed.gov/fulltext/EJ794821.pdf
5. Walk Breaks
https://pediatrics.aappublications.org/content/131/1/183
6. Rewards
https://www.pbisrewards.com/blog/what-is-pbis/
https://www.pbisrewards.com/pbis-incentives/
https://books.google.com/books?hl=en&lr=&id=RxiMDwAAQB
AJ&oi=fnd&pg=PT264&dq=what+is+the+advantages+of+PBIS
&ots=zCdoGmmYmC&sig=AaTG4Lxn4kkaLoZWNjrhnT2T0kQ
#v=onepage&q=what%20is%20the%20advantages%20of%20PBI
S&f=false
7. Classroom Behavior System
file:///C:/Users/student/Downloads/The_effect_of_classroom_m
anagement_skills_of_eleme.pdf
https://files.eric.ed.gov/fulltext/EJ976654.pdf
8. Treasure Box
http://120.102.234.86/eduwebsystem/module/download/update/e
w00000000104/file3014_7.pdf
https://wjccschools.org/cbb/wp-
content/uploads/sites/9/2018/09/NonFood-Alternatives.pdf
9. PBIS Bucks
https://www.nchcityschools.org/apps/pages/index.jsp?uREC_ID
=1571690&type=d&pREC_ID=1700524#:~:text=Trojan%20Buc
ks%20are%20used%20to,for%20following%20school%2Dwide
30. %20expectations.&text=The%20PBIS%20store%20is%20a,items
%20from%20the%20following%20list.
10. Dojo
asst5 OOP/bodgeUnitTest.h
#ifndef BODGE_UNIT_TEST_H_INCLUDED
#define BODGE_UNIT_TEST_H_INCLUDED
#include <cstdlib>
#include <functional>
#include <iostream>
#include <string>
#include "bodgeUnitTest.h"
/**
* This is the Bodge-Unit-Testing... PseUdO-Framework
*
* Bodge - A clumsy or inelegant job, usually a temporary
repair;
* a patch, a repair. (From Wiktionary)
*/
#define bodgeAssert(expression)
if (!(expression)) {
std::cout << "FAILURE: "
<< __func__ << ":" << __LINE__
<< " -> (" << #expression << ")n";
return false;
}
// End Macro
// Unit Aliases
using UnitTestFunction = std::function<bool()>;
31. using UnitTestPair = std::pair<UnitTestFunction, std::string>;
/**
* Run a single unit test function and output PASSED of
FAILED based on the
* result.
*
* @TODO I could (and should) probably turn this into a macro.
*/
inline
void runTest(const UnitTestFunction& testFunction, std::string
description)
{
std::cout << " " << (testFunction() ? "PASSED" :
"FAILED")
<< " -> " << description
<< std::endl;
}
#endif
asst5 OOP/BoundingBox.cpp
#include "BoundingBox.h"
//-------------------------------------------------------------------------
-----
BoundingBox::BoundingBox()
:lowerLeftVertex (0, 0, 0),
upperRightVertex(0, 0, 0)
{
}
//-------------------------------------------------------------------------
-----
BoundingBox::BoundingBox(Point lowerLeft, Point upperRight)
33. //-------------------------------------------------------------------------
-----
void BoundingBox::merge(const BoundingBox& other)
{
upperRightVertex.x = std::max( this->upperRightVertex.x,
other.upperRightVertex.x);
upperRightVertex.y = std::max(this->upperRightVertex.y,
other.upperRightVertex.y);
upperRightVertex.z = std::max(this->upperRightVertex.z,
other.upperRightVertex.z);
}
asst5 OOP/BoundingBox.h
#ifndef BOUNDINGBOX_H_INCLUDED
#define BOUNDINGBOX_H_INCLUDED
#include "Point.h"
/**
* Rectangular prism representing the boundaries
* x, y, and z of a polyhedron
*/
class BoundingBox {
private:
/**
* Lower boundary. In this exercise, it is fixed at (0,0,0)
*/
Point lowerLeftVertex;
/**
* Upper boundary
*/
Point upperRightVertex;
34. public:
/**
* Default Constructor
*/
BoundingBox();
/**
* Construct a bounding box from lower and upper points
that define it
*/
BoundingBox(Point lowerLeft, Point upperRight);
// Use the compiler generated version
BoundingBox(const BoundingBox& src) = default;
// Use the compiler generated version
~BoundingBox() = default;
// Use the compiler generated version
BoundingBox& operator=(const BoundingBox& rhs) =
default;
/**
* Retrieve the lower boundary
*/
Point getLowerLeftVertex() const;
/**
* Retrieve the upper boundary
*/
Point getUpperRightVertex() const;
/**
* Set the upper boundary using a Point
*/
void setUpperRightVertex(Point u);
35. /**
* Set the upper boundary using the x, y, and z
components.
*/
void setUpperRightVertex(double x, double y, double z);
/**
* Merge two bounding boxes, taking the
* largest values for each of x, y, and z
*/
void merge(const BoundingBox& other);
/**
* Apply a scaling factor
*/
void scale(double s);
};
//-------------------------------------------------------------------------
-----
inline
void BoundingBox::scale(double s)
{
upperRightVertex.scale(s);
}
#endif
asst5 OOP/Composite.cpp
#include "Polyhedron.h"
#include "Composite.h"
//-------------------------------------------------------------------------
-----
36. Composite::Composite()
:Polyhedron("Composite")
{
}
//-------------------------------------------------------------------------
-----
/**
* @todo write this function
*/
Composite::Composite(const Composite& src)
:Polyhedron("Composite")
{
// Perform a deep copy... maybe the _add_ method can help...
}
//-------------------------------------------------------------------------
-----
/**
* @todo write this function
*/
Composite::~Composite()
{
// Delete each component polyhedra
}
//-------------------------------------------------------------------------
-----
void Composite::read(std::istream& ins){
int numPolyhedra;
ins >> numPolyhedra;
allPolyhedra.resize(numPolyhedra);
for (int i = 0; i < numPolyhedra; i++) {
37. ins >> allPolyhedra[i];
boundingBox.merge(allPolyhedra[i]->getBoundingBox());
}
}
//-------------------------------------------------------------------------
-----
/**
* @todo write this function
*/
void Composite::display(std::ostream& outs) const
{
Polyhedron::display(outs);
outs << allPolyhedra.size() << " polyhedra" << "n";
// Loop through all component polyhedra and
// print (display) them
}
//-------------------------------------------------------------------------
-----
/**
* @todo write this function
*/
void Composite::scale(double scalingFactor)
{
// Loop through all polyhedra and scale them
// Do not forget the bounding box... after the loop
}
//-------------------------------------------------------------------------
-----
Composite& Composite::operator=(Composite rhs)
39. * @todo write this function
*/
void Composite::add(const Polyhedron* toAdd)
{
// Add one new polyhedra and _merge_ its boundingBox with
_this->boundingBox_
}
//-------------------------------------------------------------------------
-----
void swap(Composite& lhs, Composite& rhs)
{
using std::swap;
std::swap(lhs.allPolyhedra, rhs.allPolyhedra);
swap(lhs.boundingBox, rhs.boundingBox);
}
asst5 OOP/Composite.h
#ifndef COMPOSITE_H_INCLUDED
#define COMPOSITE_H_INCLUDED
#include <vector>
#include "Polyhedron.h"
class Composite : public Polyhedron {
public:
using Collection = std::vector<Polyhedron*>;
using iterator = Collection::iterator;
using const_iterator = Collection::const_iterator;
private:
40. /**
* Collection of polyhedra of which
* this composite polyhedron is composed
*/
Collection allPolyhedra;
public:
/**
* Default Constructor
*/
Composite();
/**
* Copy Constructor
*/
Composite(const Composite& src);
/**
* Destructor
*/
virtual ~Composite();
/**
* Assignment Operator
*/
Composite& operator=(Composite rhs);
/**
* Return the number of polyhedra that are part of this
* Composite object.
*/
int size() const;
// Iterator helpers
iterator begin();
41. iterator end();
const_iterator begin() const;
const_iterator end() const;
/**
* Add a Polyhedron to the `Composite` collection.
*
* @post toAdd is cloned and the copy is added.
*/
void add(const Polyhedron* toAdd);
// Polyhedron Interface
/**
* Copy Constructor Wrapper
*/
virtual Polyhedron* clone() const;
/**
* Read all component polyhedra
*
* @pre numPolyhedra == 0
*/
virtual void read(std::istream& ins);
/**
* Print all polyhedra
*/
virtual void display(std::ostream& outs) const;
/**
* Scale all polyhedra
*/
virtual void scale(double scalingFactor);
42. /**
* Swap the contents of two `Composite`s
* <p>
* I am using a friend function here and only here (under
protest)
*/
friend
void swap(Composite& lhs, Composite& rhs);
};
//-------------------------------------------------------------------------
-----
inline
int Composite::size() const
{
return this->allPolyhedra.size();
}
//-------------------------------------------------------------------------
-----
inline
Polyhedron* Composite::clone() const
{
return new Composite(*this);
}
#endif
asst5 OOP/Cylinder.cppPolyhedra (OOP) Part 1
You have submitted this assignment 1 time(s).
You last submitted it on Wed Nov 3 18:36:14 2021
43. The files you submitted wereFile
NameBytesCylinder.h2524Cylinder.cpp1453
You may not submit this, because: you have already requested
and been given access to the solution;A grade report was posted
on Wed Nov 3 18:45:04 2021Look at the solution to this
assignment.
(You will not be permitted to submit again after the solution has
been revealed.)
asst5 OOP/Cylinder.hPolyhedra (OOP) Part 1
You have submitted this assignment 1 time(s).
You last submitted it on Wed Nov 3 18:36:14 2021
The files you submitted wereFile
NameBytesCylinder.h2524Cylinder.cpp1453
You may not submit this, because: you have already requested
and been given access to the solution;A grade report was posted
on Wed Nov 3 18:45:04 2021Look at the solution to this
assignment.
(You will not be permitted to submit again after the solution has
been revealed.)
asst5 OOP/make.dep.txt
createPolyhedra.o: createPolyhedra.cpp Polyhedron.h Point.h
BoundingBox.h
PolyhedronFactory.h
Polyhedron.o: Polyhedron.cpp Polyhedron.h Point.h
BoundingBox.h
PolyhedronFactory.h
45. LFLAGS=-fsanitize=leak,address -fuse-ld=gold
endif
#
#####################################################
###################
# Macro definitions for "standard" C and C++ compilations
#
CPPFLAGS=-g -std=c++11 -D$(DISTR) -Wall -Wextra -
Wpedantic -Weffc++
CFLAGS=-g
TARGET=$(MAINPROG)$(EXE)
LINK=g++ $(CPPFLAGS)
#
CC=gcc
CPP=g++
#
#
# In most cases, you should not change anything below this
line.
#
# The following is "boilerplate" to set up the standard
compilation
# commands:
#
OBJS=$(CPPS:%.cpp=%.o)
DEPENDENCIES = $(CPPS:%.cpp=%.d)
TEST_OBJS=$(TEST_CPPS:%.cpp=%.o)
TEST_DRIVER_OBJS=$(TEST_DRIVERS:%.cpp=%.o)
%.d: %.cpp
touch [email protected]
%.o: %.cpp
48. //-------------------------------------------------------------------------
-----
bool operator==(const Point& lhs, const Point& rhs)
{
if (!fpNumsAreEqual(lhs.x, rhs.x)) {
return false;
}
if (!fpNumsAreEqual(lhs.y, rhs.y)) {
return false;
}
if (!fpNumsAreEqual(lhs.z, rhs.z)) {
return false;
}
return true;
}
asst5 OOP/Point.h
#ifndef POINT_H_INCLUDED
#define POINT_H_INCLUDED
#include <iostream>
/**
* Coordinate in 3 dimensional Cartesian space
*/
struct Point {
double x, y, z;
/**
* Default Constructor
*/
Point();
49. /**
* Construct a Point from specified
* x, y, and z values
*/
Point(double x, double y, double z);
// Use the compiler generated version
Point(const Point& src) = default;
// Use the compiler generated version
~Point() = default;
// Use the compiler generated version
Point& operator=(const Point& rhs) = default;
/**
* Apply geometric scaling function
*/
void scale(double scalingFactor);
/**
* Print a point
*/
void display(std::ostream& outs) const;
/**
* Swap the contents of two `Point`s
* <p>
* I am using a friend function here and only here (under
protest)
*/
friend
void swap(Point& lhs, Point& rhs);
};
53. }
}
return ins;
}
asst5 OOP/Polyhedron.h
#ifndef POLYHEDRON_H_INCLUDED
#define POLYHEDRON_H_INCLUDED
#include <cmath>
#include <cstdlib>
#include <iostream>
#include <string>
#include "Point.h"
#include "BoundingBox.h"
/**
* Abstract Polyhedron Base Class
*/
class Polyhedron {
private:
/**
* A string representing the name of this polyhedron
*/
std::string type;
protected:
/**
* Box (rectangular prism) that contains this element
*/
BoundingBox boundingBox;
public:
54. /**
* Default Constructor
*/
Polyhedron();
/**
* Constructor which allows
* a name to be set
*
* @param t c-string representing the polyhedron name
*/
Polyhedron(const char* t);
/**
* Destructor
*/
virtual ~Polyhedron();
/**
* Get the polyhedron name
*/
std::string getType() const;
/**
* set the polyhedron name
*/
void setType(std::string t);
/**
* Retrieve the bounding box
*/
BoundingBox getBoundingBox() const;
/**
* Duplicate the polyhedron
55. */
virtual Polyhedron* clone() const = 0;
/**
* Retrieve and reconstruct the polyhedron
* from an input stream
*/
virtual void read(std::istream& ins) = 0;
/**
* Print the polyhedron
*/
virtual void display(std::ostream& outs) const;
/**
* Check if two polyhedra have matching types
*/
bool isTypeMatch(const Polyhedron* rhs) const;
/**
* Apply a geometric scaling operation
*/
virtual void scale(double scalingFactor);
};
//-------------------------------------------------------------------------
-----
inline
std::string Polyhedron::getType() const
{
return type;
}
//-------------------------------------------------------------------------
-----
inline
59. #include <iostream>
#include <array>
class Polyhedron;
/**
* The Polyhedron Creating Wizard
*/
class PolyhedronFactory {
private:
/**
* Name Polyhedron Pair 2-tuple( name, model )
* <p>
* Note how this is now a std::pair
*/
using PolyhedronPair = std::pair<std::string,
Polyhedron*>;
static PolyhedronPair _known_polyhedra[]; ///< Listing of
known polyhedra
public:
/**
* Create a Polyhedron
*
* @param name the polyhedron to be created
*
* @return A polyhedron with the specified name
* or nullptr if no matching polyhedron is found
*/
static Polyhedron* createPolyhedron(std::string name);
/**
* Determine whether a given polyhedron is known
*
60. * @param name the polyhedron for which to query
*/
static bool isKnown(std::string name);
/**
* Print a list of known Polyhedrons
*
* @param outs the output stream
*/
static void listKnown(std::ostream& outs);
/**
* Determine the number of known Polyhedrons
*
* @return the number of known polyhedrons
*
*/
static int numberKnown();
};
#endif
asst5 OOP/Sphere.cpp
#include "Sphere.h"
//-------------------------------------------------------------------------
-----
Sphere::Sphere()
:Sphere(1)
{
}
//-------------------------------------------------------------------------
-----
Sphere::Sphere(double r)
:Polyhedron("Sphere"),
67. // I am skipping display in this test
delete sphere;
delete cylinder;
return true;
}
//-------------------------------------------------------------------------
----
bool testClone()
{
Polyhedron* sphere = new Sphere(2);
Polyhedron* cylinder = new Cylinder(3, 5);
Composite comp1;
comp1.add(sphere);
comp1.add(cylinder);
// Sanity Check Original
bodgeAssert(comp1.size() == 2);
bodgeAssert(comp1.begin() != comp1.end());
Point lowerPoint =
(comp1.getBoundingBox()).getLowerLeftVertex();
Point upperPoint =
(comp1.getBoundingBox()).getUpperRightVertex();
bodgeAssert(lowerPoint == ORIGIN);
bodgeAssert(upperPoint == Point(6, 6, 5));
// Make the copy and check it
Polyhedron* theCopyAsBase = comp1.clone();
68. Composite& theCopyAsComp = *((Composite*)
theCopyAsBase);
bodgeAssert(theCopyAsComp.size() == 2);
bodgeAssert(theCopyAsComp.begin() !=
theCopyAsComp.end());
lowerPoint =
(theCopyAsComp.getBoundingBox()).getLowerLeftVertex();
upperPoint =
(theCopyAsComp.getBoundingBox()).getUpperRightVertex();
bodgeAssert(lowerPoint == ORIGIN);
bodgeAssert(upperPoint == Point(6, 6, 5));
// Technically I should use the iterator to check that I
// have copies of `sphere` and `cylinder`
// I am skipping display in this test
delete theCopyAsBase;
delete sphere;
delete cylinder;
return true;
}
//-------------------------------------------------------------------------
----
bool testRead()
{
std::istringstream ins(INPUT_STR);
Composite comp1;
comp1.read(ins);
69. bodgeAssert(comp1.size() == 2);
bodgeAssert(comp1.begin() != comp1.end());
// Technically I should use the iterator to check that I
// have the correct `sphere` and `cylinder`
// BoundingBox...
Point expectedPoint(10, 10, 10);
const Point& point =
(comp1.getBoundingBox()).getUpperRightVertex();
bodgeAssert(point == expectedPoint);
// I am skipping display in this test
return true;
}
//-------------------------------------------------------------------------
----
/**
This comment contains the markup to render a sequence
diagram in sdedit:
#![testScale]
test:TestComposite[a]
/sphere:unique_ptr<Sphere>[a]
/rawSphere:Sphere*[a]
/sphereBB:BoundingBox[a]
/cylinder:unique_ptr<Cylinder>[a]
/rawCylinder:Cylinder*[a]
/cylinderBB:BoundingBox[a]
/comp:Composite[a]
/compBB:BoundingBox[a]
/allPolyhedra:vector<Polyhedron*>[a]
#
# Setup
test:rawSphere=rawSphere.new(2)
70. rawSphere:sphereBB.new()
rawSphere:d=rawSphere.getDiameter()
rawSphere:sphereBB.setUpperRightVertex(d, d, d)
test:sphere.new(rawSphere)
test:rawCylinder=rawCylinder.new(3, 5)
rawCylinder:cylinderBB.new()
rawCylinder:d=rawCylinder.getDiameter()
rawCylinder:cylinderBB.setUpperRightVertex(d, d, height)
test:cylinder.new(rawCylinder)
test:comp.new()
comp:compBB.new()
comp:allPolyhedra.new()
#
# Add rawSphere and rawCylinder to comp
test:rawSphere=sphere.get()
test:comp.add(rawSphere)
comp:cpy=rawSphere.clone()
comp:allPolyhedra.push_back(cpy)
comp:compBB.merge(cpy.getBoundingBox())
test:rawCylinder=cylinder.get()
test:comp.add(rawCylinder)
comp:cpy=rawCylinder.clone()
comp:allPolyhedra.push_back(cpy)
comp:compBB.merge(cpy.getBoundingBox())
#
test:comp.scale(5)
[c:loop for each idx in {0, 1}]
comp:poly=allPolyhedra.at(idx)
comp:poly->scale() is invoked (omitted for brevity)
[/c]
test:All Checks (assertions run)
test:sphere.destroy()
sphere:rawSphere.destroy()
rawSphere:sphereBB.destroy()
test:cylinder.destroy()
cylinder:rawCylinder.destroy()
71. rawCylinder:cylinderBB.destroy()
test:comp.destroy()
[c:loop for each idx in {0, 1}]
comp:poly=allPolyhedra.at(idx)
comp:delete poly (omitted for brevity)
[/c]
comp:allPolyhedra.destroy()
**/
bool testScale()
{
std::unique_ptr<Polyhedron> sphere(new Sphere(2));
std::unique_ptr<Polyhedron> cylinder(new Cylinder(3, 5));
Composite comp1;
comp1.add(sphere.get());
comp1.add(cylinder.get());
comp1.scale(5);
// Sanity Check Original
bodgeAssert(comp1.size() == 2);
bodgeAssert(comp1.begin() != comp1.end());
// Technically I should use the iterator to check that I
// have the correct `sphere` and `cylinder`
Point lowerPoint =
(comp1.getBoundingBox()).getLowerLeftVertex();
Point upperPoint =
(comp1.getBoundingBox()).getUpperRightVertex();
bodgeAssert(lowerPoint == ORIGIN);
bodgeAssert(upperPoint == Point(30, 30, 25));
return true;
}
74. //-------------------------------------------------------------------------
----
Cylinder* defaultCylinder = new Cylinder();
bool testDefaultConstructor()
{
bodgeAssert(fpNumsAreEqual(defaultCylinder->getRadius(),
1));
bodgeAssert(fpNumsAreEqual(defaultCylinder-
>getDiameter(), 2));
bodgeAssert(fpNumsAreEqual(defaultCylinder->getHeight(),
1));
// BoundingBox...
Point expectedPoint(2, 2, 1);
const Point& point = (defaultCylinder-
>getBoundingBox()).getUpperRightVertex();
bodgeAssert(point == expectedPoint);
// I am skipping display in this test
return true;
}
//-------------------------------------------------------------------------
----
bool testNonDefaultConstructor()
{
Cylinder* cyl = new Cylinder(3, 2);
bodgeAssert(fpNumsAreEqual(cyl->getRadius(), 3));
bodgeAssert(fpNumsAreEqual(cyl->getDiameter(), 6));
75. bodgeAssert(fpNumsAreEqual(cyl->getHeight(), 2));
// BoundingBox...
Point expectedPoint(6, 6, 2);
const Point& point = (cyl-
>getBoundingBox()).getUpperRightVertex();
bodgeAssert(point == expectedPoint);
// I am skipping display in this test
delete cyl;
return true;
}
//-------------------------------------------------------------------------
----
bool testSetRadius()
{
Cylinder* cyl = new Cylinder(1, 2);
cyl->setRadius(12);
bodgeAssert(fpNumsAreEqual(cyl->getRadius(), 12));
bodgeAssert(fpNumsAreEqual(cyl->getDiameter(), 24));
bodgeAssert(fpNumsAreEqual(cyl->getHeight(), 2));
// BoundingBox...
Point expectedPoint(24, 24, 2);
const Point& point = (cyl-
>getBoundingBox()).getUpperRightVertex();
bodgeAssert(point == expectedPoint);
76. // I am skipping display in this test
delete cyl;
return true;
}
//-------------------------------------------------------------------------
----
bool testSetHeight()
{
Cylinder* cyl = new Cylinder(1, 2);
cyl->setHeight(8);
bodgeAssert(fpNumsAreEqual(cyl->getRadius(), 1));
bodgeAssert(fpNumsAreEqual(cyl->getDiameter(), 2));
bodgeAssert(fpNumsAreEqual(cyl->getHeight(), 8));
// BoundingBox...
Point expectedPoint(2, 2, 8);
const Point& point = (cyl-
>getBoundingBox()).getUpperRightVertex();
bodgeAssert(point == expectedPoint);
// I am skipping display in this test
delete cyl;
return true;
}
//-------------------------------------------------------------------------
----
77. bool testClone()
{
Cylinder* cyl = new Cylinder(3, 2);
Cylinder* cpy = (Cylinder*) cyl->clone();
bodgeAssert(fpNumsAreEqual(cpy->getRadius(), 3));
bodgeAssert(fpNumsAreEqual(cpy->getDiameter(), 6));
bodgeAssert(fpNumsAreEqual(cpy->getHeight(), 2));
// BoundingBox...
Point expectedPoint(6, 6, 2);
const Point& point = (cpy-
>getBoundingBox()).getUpperRightVertex();
bodgeAssert(point == expectedPoint);
// I am skipping display in this test
delete cyl;
delete cpy;
return true;
}
//-------------------------------------------------------------------------
----
bool testRead()
{
Cylinder* cyl = new Cylinder();
std::istringstream ins("4 12");
cyl->read(ins);
78. bodgeAssert(fpNumsAreEqual(cyl->getRadius(), 12));
bodgeAssert(fpNumsAreEqual(cyl->getDiameter(), 24));
bodgeAssert(fpNumsAreEqual(cyl->getHeight(), 4));
// BoundingBox...
Point expectedPoint(24, 24, 4);
const Point& point = (cyl-
>getBoundingBox()).getUpperRightVertex();
bodgeAssert(point == expectedPoint);
// I am skipping display in this test
delete cyl;
return true;
}
//-------------------------------------------------------------------------
----
bool testScale()
{
Cylinder* cyl = new Cylinder(5, 3);
cyl->scale(2);
bodgeAssert(fpNumsAreEqual(cyl->getRadius(), 10));
bodgeAssert(fpNumsAreEqual(cyl->getDiameter(), 20));
bodgeAssert(fpNumsAreEqual(cyl->getHeight(), 6));
// BoundingBox...
Point expectedPoint(20, 20, 6);
const Point& point = (cyl-
>getBoundingBox()).getUpperRightVertex();
79. bodgeAssert(point == expectedPoint) ;
// I am skipping display in this test
delete cyl;
return true;
}
//-------------------------------------------------------------------------
----
bool testDisplay()
{
Cylinder* cyl = new Cylinder(3, 5);
std::ostringstream outs;
const std::string expectedOutput = "[Cylinder] (6, 6, 5)-
>Radius: 3 Height: 5";
cyl->display(outs);
bodgeAssert(outs.str() == expectedOutput);
delete cyl;
return true;
}
//-------------------------------------------------------------------------
-----
int main(int argc, char** argv)
{
UnitTestPair tests[] = {
{testDefaultConstructor, "testDefaultConstructor"},
{testNonDefaultConstructor,
"testNonDefaultConstructor"},
81. #ifndef UTILITIES_H_INCLUDED
#define UTILITIES_H_INCLUDED
extern const double FP_TOLERANCE;
/**
* Compare two floating point numbers for equivalence. Allow
them to differ
* within a set tolerance
*
* Note there exists a tremendous amount of literature on how to
* compare floating point number. For this exercise/example we
will
* use a slightly-better-than naive fp1 == fp2 approach.
*
* @param fp1 first floating point number
* @param fp2 second floating point number
* @param eps tolerance
*/
bool fpNumsAreEqual(double fp1, double fp2, double
eps=FP_TOLERANCE);
#endif